REVISED 


Normal  Lessons 


JESSE  LYMAN  HURLBUT 


NEW  YORK:   EATON  &  MAINS 
gjAcjfJfJATi :  CURTS  &  jenning§ 


Copyright,  1893,  by 
J.    L.    HURLBUT, 

New  York. 


BV  1533 

.H8  1893  c.l 

Hurlbut, 

Jesse  Lyman,  1843- 

1930. 

Revised 

normal  lessons 

PREFACE. 


This  book  is  a  revision  o{  Oii/liiic  Normal  Le.soiis,  first  printed  as  leaf 
lets,  and  afterward,  in  18S5,  gathered  into  a  book.  Many  editions  of  this 
work  have  been  issued,  and  its  practical  use  in  llie  work  of  teaching  has 
suggested  some  modifications  in  its  plan. 

In  this  edition  the  lessons  on  the  Canon,  on  Versions,  and  on  Evidences 
have  been  omitted,  in  the  author's  expectation  of  preparing  another  volume 
of  the  series  on  those  themes  and  others  related  to  them.  In  this  book 
we  present  a  general  view  of  the  most  important  subjects  necessary  to  a 
knowledge  of  the  Bible  and  of  Sunday  school  work. 

All  the  lessons  taken  from  the  former  work  have  been  carefully  revised, 
and  nearly  all  of  tJiem  have  been  rewritten.  A  work  of  this  character  can 
have  little  that  is  new  ;  for  it  aims  to  present  the  old  and  accepted  facts 
and  principles.  We  present  no  claim  of  originality,  either  in  matter  or  in 
method,  but  have  simply  aimed  to  furnish  such  an  arrangement  of  needed 
information  as  would  best  serve  those  who  are  preparing  to  teach  in  the 
Sunday  school. 

The  normal  work  in  the  Sunday  schools  of  America  is  largely  an  out- 
growth of  the  Chautauqua  movement.  There  were  courses  for  the  instruc- 
tion of  Sunday  school  teachers  before  the  first  Chautauqua  Assembly  in 
1874,  and  text-books  for  their  use  ;  but  Chautauqua  gave  an  impulse  to  the 
work  and  supplied  it  with  plans  and  instructors.  The  normal  text-leaves 
prepared  by  Dr.  John  H.Vincent,  now  one  of  the  bishops  of  the  Methodist 
Episcopal  Church,  afterward  gathered  and  revised  as  The  Chautauqua  Nor- 
vial  Guide,  have  furnished  many  of  the  subjects  and  suggested  much  of  the 
method  in  all  tlie  best  normal  teaching  in  our  Sunday  schools. 

It  is  the  author's  hope  that  this  book  may  be  found  useful  in  awakening 
an  interest  in  the  Bible  and  aiding  those  who  are  seeking  for  preparation 
in  teaching  it.  Jesse  L.  Hurlbut. 


REVISED  NORMAL  LESSONS. 


THE  NORMAL   CLASS. 

Need.  Every  thoughtful  Sunday  school  teacher  recognizes  his  need  of 
preparation,  and  the  more  devoted  he  is  to  his  work  the  deeper  is  the  real- 
ization of  this  need.  He  feels  that  he  is  called  upon  to  teach  lessons  from 
a  book  of  which  he  is  ignorant,  and  to  work  in  an  institution — the  Sunday 
school — of  whose  system,  principles,  and  methods  he  knows  very  little. 
He  longs  for  a  more  thorough  equipment  in  his  work  as  a  student  and  a 
teacher. 

The  impulse  given  to  the  Sunday  school  work  by  the  International  Les- 
son System  has  made  necessary  a  forward  movement  in  more  efficient  teach- 
ing. In  the  increasing  interest  in  the  study  of  the  Bible  the  Sunday  school 
should  take  the  lead  by  furnishing  both  young  and  old  with  well-equipped 
teachers.  Our  Sunday  schools  are  not  contented  with  superficial  teaching 
and  inefiicLent  teachers  while  the  same  young  people  in  the  secular  schools 
are  under  the  care  of  trained  and  able  instructors.  The  dignity  and  im- 
portance of  the  work  in  the  Sunday  school  demand  that  its  teachers  shall 
be  well  informed  in  the  word  which  they  impart.  The  Sunday  school  of 
the  present  contains  the  Church  of  the  future,  and  the  needs  of  the  coming 
age  call  for  intelligent  Christians,  who  must  be  taught,  if  taught  at  all,  in 
the  Sunday  school  ;  and  those  who  teach  mu.st  themselves  possess  knowl- 
edge and  must  know  how  to  use  it. 

Departments.  The  intellectual  equipment  of  the  Sunday  school  teacher 
should  be  in  two  directions,  the  word  and  the  work. 

First,  he  must  know  the  Word  which  he  is  to  teach  ;  iii  order  to  teach  a 
Bible  lesson  he  must  be  acquainted  with  the  Bible  as  a  book,  its  origin,  its 
authority,  its  history,  its  lands,  its  biography,  its  institutions,  its  manners, 
and  its  customs,  its  general  principles  of  doctrine  ;  and,  more  than  all  else, 
he  must  possess  a  living  experience  of  its  energizing  spirit. 

Secondly,  the  Sunday  school  teacher  needs  to  understand  the  work  in 
which  he  is  engaged  :  the  Sunday  school,  what  it  is,  what  it  aims  to  accom- 
plish :  how  it  should  be  organized  and  managed  ;  the  nature  of  the  pupil 


6  REVISED  NORMAL  LESSONS. 


and  how  to  reach  it ;  the  qualifications  necessary  for  successful  teachinjj ; 
the  preparation  of  the  lesson  ;  the  principles  and  methods  of  true  teaching  ; 
how  to  ask  questions  ;  to  employ  illustrations,  to  make  applications.  These 
are  a  few  of  the  subjects  in  the  teacher's  work  concerning  which  he  needs 
large  knowledge. 

Organization.  The  normal  department  may  be  organized  in  the 
local  Sunday  school  in  various  forms  and  with  students  of  different 
classes. 

1.  The  Teachers'  Normal  Class.  It  may  consist  of  teachers  already 
at  work  in  the  Sunday  school  united  in  a  class  for  study  under  a  leader. 
Such  a  class  may  be  organized  in  any  Sunday  school  or  from  the  teachers 
of  neighboring  schools  in  any  locality.  It  may  be  held  on  an  evening  in 
each  week  or  in  connection  with  the  teachers'  meeting,  or  after  the  church 
prayer  meeting.  In  some  cities  all  the  teachers  have  been  called  together 
to  meet  night  after  night  until  a  course  has  been  completed,  which,  under 
an  able  instructor,  can  be  accomplished  in  ten  or  twelve  evenings.  An 
abbreviated  yet  valuable  course  of  normal  lessons  can  be  given  by  a  skillful 
teacher  on  six  evenings.  Such  a  class  will  give  new  views  of  the  Bible 
and  new  inspiration  in  teaching  to  every  worker  who  attends  it. 

2.  The  Young  People's  Normal  Class.  It  may  consist  of  young 
people  in  the  Sunday  school  who  have  either  volunteered  or  have  been 
chosen  by  the  Sunday  school  Board  or  the  officers  of  the  school  to  consti- 
tute the  normal  class.  Such  a  class  is  needed  in  every  Sunday  school.  A 
large  Sunday  school  may  have  a  large  normal  class,  but  there  is  no  reason 
why  a  small  Sunday  school  should  not  have  even  a  small  normal  class, 
which  would  in  time  supply  efficient  teachers  as  they  may  be  needed. 
There  are  many  young  people  who  would  continue  to  attend  the  Sunday 
school  if  the  teaching  were  adapted  to  tlieir  advancing  intelligence,  and 
such  teaching  the  normal  class  will  supply.  The  members  of  the  class 
should  be  over  sixteen  years  of  age,  should  consist  of  both  young  ladies  and 
gentlemen  who  are  willing  to  study ;  and  no  others  should  be  allowed  to 
join.  They  should  be  recognized  as  a  class  or  department  in  the  school ; 
should  have  a  competent  teacher,  or,  if  no  older  teacher  can  be  found, 
should  take  turns  in  teaching,  by  following  the  questions  in  the  lesson  book. 
They  should  devote  not  more  tlian  five  minutes  to  tlie  regular  International 
Lesson  studied  by  the  rest  of  the  school,  and  should  take  the  rest  of  the 
lesson  period  to  the  normal  lesson. 

The  class  should  pursue  the  normal  course  to  its  completion  before  its 
members  are  assigned  to  classes,  and  during  their  period  of  study  should 
not  under  any  circumstances  be  called  upon  to  take  classes  or  to  supply  the 
places  of  absent  teachers.     When  they  have   completed  the   prescribed 


REVISED  NORMAL  LESSONS. 


course,  and  passed  the  examination,  a  Commencement  Day  might  be  cele- 
brated and  the  diplomas  conferred  in  public. 

The  normal  class  should  be  a  permanent  institution,  and  each  year,  as  it 
begins  a  course  of  study,  should  receive  new  members.  These  new  students 
need  not  begin  with  Course  No.  i,  but  may  go  on  with  Course  No.  2  with 
the  class.  Each  of  the  courses  is  practically  independent  of  the  others, 
and  a  new  student  can  begin  with  any  one  of  the  four.  When  Course  No. 
4  is  completed,  and  the  "senior  class"  graduates,  the  normal  department 
will  take  up  Course  No.  i  again.  Thus  the  four  years'  course  will  embrace 
four  classes  who  are  all  studying  together,  though  to  some  it  will  be  the 
"  first  year,"  to  others  the  "  second  year,"  etc.  In  this  respect  the  normal 
class  follows  the  analogy  of  the  Chautauqua  Literary  and  Scientific  Circle. 

The  normal -class  might  be  organized  in  connection  with  the  Young 
People's  Society  of  the  church  of  any  denomination,  whether  it  be  "  Chris- 
tian Endeavoi-,"  "  Epworth  League,"  or  "  Young  People's  Union,"  or  any 
other  form  of  organization.  The  young  people  need  the  benefit  of  study  in 
the  Bible,  and  might  hold  a  weekly,  fortnightly,  or  monthly  meeting  for 
the  study  of  these  outlines,  or  some  other  work  which  will  give  to  them 
general  knowledge  of  the  Bible. 

3.  Individual  Normal  Students.  The  normal  course  may  be  pursued 
by  individual  students  of  any  age  who  desire  to  perfect  themselves  in 
knowledge  of  the  Bible  and  of  Sunday  school  work.  Such  students  will 
take  up  the  work  alone  and  will  report  directly  to  the  central  office.  As 
there  are  thousands  of  people  reading  the  C.  L.  S.  C.  course  without  be- 
longing to  local  circles,  so  there  might  be  thousands  of  Sunday  school 
teachers  and  Bible  students  pursuing  the  normal  course,  each  by  himself. 
Such  students  may  on  one  hand  wish  the  fellowship  and  guidance  of  the 
class,  but  they  can  follow  their  work  at  leisure,  and  may  gain  in  self-reliant 
thoroughness  of  study. 

Methods  of  Instruction.  These  lessons  may  be  taught  in  either  of 
two  methods — the  lecture  method  or  the  question  method.  In  the  lecture 
method  the  teacher  alone  has  the  text-book,  and  gives  the  lessons  in  the 
form  of  lectures,  using  the  blackboard  and  requiring  the  class  to  take 
notes,  to  commit  the  outline,  and  to  review  the  lessons  frequently.  The 
teacher  who  follows  this  method  needs  to  read  widely  on  the  subjects  of 
the  text-book  and  to  fill  up  the  outline  from  his  store  of  information  and 
illustration. 

For  most  classes  the  question  method  is  preferable.  Every  member  of 
the  class  should,  in  this  case,  be  supplied  with  the  text-book,  and  should  be 
expected  to  study  the  lesson  at  home,  and  to  examine  every  Scripture  refer- 
ence.    Let  no  person  belong  to  the  class  who  is  not  willing  to  conform  to 


REVISED  NORMAL  LESSONS. 


this  condition.  The  teacher  will  then  ask  the  questions  and  will  conduct 
the  lesson  as  with  a  class  in  school.  The  lessons  should  not  be  too  long. 
It  will  be  found  advantageous  often  to  divide  the  lessons  as  given  in  the 
text-book.  Let  the  pupils  be  called  upon  to  prepare  and  read  papers  on 
topics  suggested  by  the  lesson.  Review  frequently  ;  it  is  scarcely  possible 
to  review  too  frequently.  The  teacher  can  enliven  the  exercises  by  adding 
to  the  information  in  the  text-book,  which  is  purposely  given  as  briefly 
as  possible. 

Those  desiring  full  information  concerning  the  Chautauqua  Normal 
Class  may  receive  circulars  by  addressing  "  Office  of  the  C.  L.  S.  C, 
Buffalo,  New  York." 

Those  desiring  information  concerning  the  Normal  Department  of  the 
Methodist  Episcopal  Church  will  address  Rev.  Jesse  L.  Hurlbut,  D.D., 
150  Fifth  Avenue,  New  York. 


l^OOliS  FOR  FURTHER  STUDY. 

General  Works  of  Reference. 
Bible  Dictionary  (small).     Easton's  Illustrated,  or  Peloubet's  Smith. 
Concordance  of  the  Bible.     James  Strong,  or  Cruden. 
Handbook  of  Bible  Biography.     C.  R.  Barnes. 
Bible  Readers'  Aids.      (International  Bible.) 

The  Books  of  the  Bible. 

The  Old  Documents  and  the  New  Bible.     J.  P.  Smyth. 

How  We  Got  Our  Bible.     J.  P.  Smyth. 

How  to  Read  the  Bible.     W.  F.  Adeney. 

Plain  Introduction  to  the  Books  of  the  Bible.     Ellicott. 

Introduction  to  the  Study  of  the  Holy  Scriptures.     Harman. 

Introduction  to  the  Old  Testament.     C.  H.  H.  Wright. 

The  Messages  of  the  Books.     F.  W.  Farrar. 

Old  Testament  History. 

Outline  of  Bible  History.     J.  F.  Hurst. 

Studies  in  Old  Testament  History.     J.  L.  Hurlbut 

Manual  of  Bible  History.     Blaikie. 

Syllabus  of  Old  Testament  History,     I.  M.  Price. 

Bible  Studies.     A.  E.  Dunning. 

History  of  the  Jewish  Church.     A.  P.  Stanley. 

Hours  with  the  Bible.     C.  Geikie. 

New  Testament  History. 

Life  of  Christ.     James  Stalker. 

Life  of  Christ.     A.  Edersheim. 

Imago  Christi.     James  Stalker. 

Outline  Handbook  of  the  Life  of  Christ.     Stevens  and  Burton. 

Studies  in  the  Four  Gospels.     J.  L.  Hurlbut. 

Paul  the  Traveler.     Ramsay. 

Early  Years  of  Christianity.     E.  de  Pressense. 

Life  and  Work  of  St.  Paul.     F.  W.  Farrar. 

Life  and  Epistles  of  St.  Paul.     Conybeare  and  Howson. 

Early  Days  of  Christianity.     F.  W.  Farrar. 


10  /REVISED  NORMAL  LESSONS. 


Bible  Geography. 

Historical  Geography  of  the  Holy  Land.     G.  A.  Smith. 
The  Bible  and  Modern  Discoveries.     H.  A.  Harper. 
Manual  of  Biblical  Geography.     J.  L.  Hurlbut. 
Palestine  with  Maps.     A.  Henderson. 
Handbook  of  Bible  Geography.     G.  H.  Whitney. 

Bible  Institutions. 

Palestine  in  the  Time  of  Christ.     E.  Stapfer. 

Handbook  of  Bible  Manners  and  Customs.     J.  M.  Freeman. 

Tabernacle  of  Israel.     James  Strong. 

Jewish  People  in  the  Time  of  Jesus  Christ.     E.  Schiirer. 

The  Temple  and  its  Ministry.     Edersheim. 

In  the  Time  of  Jesus.     Seidel. 

Bible  Evidences. 

Manual  of  Christian  Evidences.     G.  P.  Fisher. 

How  God  Inspired  the  Bible.     J.  P.  Smyth. 

The  Supernatural  Book.     R.  S.  Foster. 

Nature  and  Method  of  Revelation.     G.  P.  Fisher. 

The  Credentials  of  the  Gospel.     J.  A.  Beet. 

The  New  Apolegetic.     M.  S.  Terry. 

The  Bible  and  the  Nineteenth  Century.     L.  T.  Townsend. 

The  Book  Divine.     J.   E.  Price. 

The  Sunday  School. 

The  Church  School.     J.  H.  Vincent. 

The  Modern  Sunday  School.     J.  H.  Vincent. 

How  to  Make  the  Sunday  School  Go.     Brewer. 

Yale  Lectures  on  the  Sunday  School.     H.  C.  Trumbull. 

The  Model  Sunday  School.     G.  M.  Boynton. 

Sunday  School  Science.     R.  S.  Holmes. 

Teachers  and  Teaching.     PI.  C.  Trumbull. 

Ways  of  Working.     A.  F.  Schauffler. 

Study  of  Child  Nature.      Harrison. 

Seven  Laws  of  Teaching.     Gregory. 

Sunday  School  Success.     A.  R.  Wells. 


f^ART  I. 

FOUR  LESSONS  ON  THE  BOOK  AND  ITS  BOOKS. 


LESSON       I.  THE  BOOK. 

LESSON    n.  THE  OLD  TESTAMENT  BOOKS. 
LESSON  IIL  THE  NEW  TESTAMENT  BOOKS. 
LESSON    IV.  REVIEW  OF  PART  ONE. 


LESSON  L  THE  BOOK. 


I.  The  word  Bible  is  a  form  of  the  Greek  word  biblos,  which  means 
book.  There  is  but  one  volume  in  the  world  which  is  worthy  of  the  name 
" the  book." 

II.  Search  the  following  texts,  and  learn  from  them  the  names  applied 
to  the  Bible  in  the  book  itself: 

1.  Eph.  vi,  17  ;  Heb.  iv,  12  ;  Rom.  iii,  2.  This  name  represents  the 
divine  revelation  as  a  spoken  utterance. 

2.  John  V,  39  ;  Acts  xvii,  11  ;  2  Tim.  iii,  16.  This  name  indicates 
the  divine  revelation  as  the  written  word. 

3.  Josh,  i,  8;  Deut.  xvii,  18;  Neh.  viii,  8.  This  name  shows  the 
sacred  writings  gathered  together  as  a  volume. 

It  would  be  a  valuable  exercise  for  the  members  of  the  class  to  find  throughout  the  Bible 
the  various  names  and  titles  given  to  the  word  of  God.     Psalm  cxix  will  furnish  many. 

III.  The  Bible  is  a  book  of 
books ;  that  is,  a  volume  made  up 
of  many  smaller  books  and  tracts. 

I.  We  can  trace  in  this  volume 
the  writings  of  at  least  thirty-six 
different  authors  of  books. 

2.  We  find 
that  it  con- 
tains sixty- 
six  different 
books, 
that  from  the  time 


3.  We  learn 
when  Mo'ses  began  the  writing  to 
the  time  when  John  finished  it  six- 
teen centuries  elapsed.  thr  ancient  book. 


6 


AUTHORS. 

BOOKS. 

CENTURIES. 


12 


REVISED  NORMAL  LESSONS. 


4.  The  number  of  the  books  in  the  Old  Testament  is  thirty- 
nine ;  in  the  New  Testament  is  twenty-seven,  making  a  total  of 
sixty-six. 

This  may  be  illustrated  as  follows :  Write  on  the  black- 
board the  words  OLD  TESTAMENT,  and  aslc.  How 
many  letters  are  there  in  the  word  "old?"  Ans.  Three. 
How  many  are  there  in  the  word  "  testament  ? "  Ans. 
Nine.  Write  the  figure  under  each  word,  and  the  num- 
ber 39  will  represent  the  books  in  the  Old  Testament. 

. In  the  same  manner  the  number  of  books  in  the  New 

Testament  may  be  shown,  except  that  between  the  two 
figures  we  place  the  sign  X.  which  is  the  symbol  for 
Christ,  who  is  the  theme  of  the  New  Testament,  and  is 
also  the  sign  of  multiplication,  3X9=27,  which  is  the  num- 


OLD  TESTAMENT 
3        9- 


NEW  TESTAMENT 

3X9=27. 


ber  of  books  in  the  New  Testament. 

IV.  The  divisions  of  the  Old  Testament.  The  Old  Testament  is 
divided  into  five  parts,  as  follows : 

1.  The  Pen'ta-teuch.  5  books.  The  word  "  pentateuch  "  means  "  five 
books." 

2.  The  Historical  Books.     12  books. 

3.  The  Poetical  Books.     5  books. 

4.  The  Major  Prophets.    5  books. 

5.  The  Minor  Prophets.    12  books. 

Draw  on  the  board  a  large  hand.  The  five  fingers  will  represent  the  five  divisions  of 
the  Old  Testament.  Indicate  them  by  writing  the  initial  letters  and  by  the  number  of 
book.s  in  each  division. 


?t' 


x^-^' 


HIST.  n. 


REVISED  NORMAL  LESSONS.  IS 

If  there  is  room  on  the  blackboard  for  another  outline,  the  following  may  be  added  ;  or 
it  may  be  placed  upon  another  board.  By  means  of  this  outline  the  entire  lesson  should 
be  reviewed.     The  student  may  read  the  lesson  from  this  outline  as  a  test. 

Review  thi  entire  lesson  by  the  aid  of  the  following 

BLACKBOARD  OUTLINE. 


I.   Bib.  Gk.  "bib."     "  The  B— ." 
II.   Name.  i.  Wo.  L.     2.  Scr.     3.  Bk.  L. 

III.  Auth.  Bks.     Cent.     O.  T.  Bks.     N.  T.  Bks. 

IV.  O.  T.  Div.  Pent.  5.     Hist.  12.    Poet.  5.     Maj.  Pr.  5. 

INI  in.  Pio.  12. 


REVIEW  QUESTIONS. 
From  what  word  is  the  word  Bible  derived  ? 
What  does  the  word  mean  ? 
Why  is  this  word  appropriate  to  the  Bible  ? 
Give  three  names  or  titles  of  the  Bible  found  in  the  book  itself. 
How  many  persons  wrote  books  of  the  Bible? 
How  many  centuries  were  employed  in  its  composition  ? 
How  many  books  are  included  in  the  Old  Testament  ? 
How  many  books  in  the  New  Testament  ? 
How  many  books  in  the  whole  Bible  ? 
What  are  the  divisions  of  the  Old  Testament? 
How  many  books  are  included  in  each  di' 


LESSON  II.    THE  BOOKS  OF  THE  OLD  TESTAMENT. 

In  teaching  this  lesson  may  be  divided  into  two  parts,  including  in  the  first  part  Sec- 
tions I,  II,  III,  and  in  the  second  part  Sections  IV,  V. 

Every  Sunday  school  scholar,  and  especially  every  Sunday  school  teacher, 
should  be  thoroughly  familiar  with  the  names  and  order  of  the  books  in 
the  Bible.  He  should  be  able  to  turn  in  a  moment  to  any  book,  knowing 
where  it  is  to  be  found  in  the  volume. 

In  teaching  the  names  of  the  Old  Testament  books  we  use  the  same  dia- 
gram as  in  the  last  lesson,  writing  upon  each  finger  the  initials  of  the  books 
in  the  division. 

I.  To  the  Pen'ta-teuch  belong  five  books:  Gen'e-sis,  Ex'o-dus, 
Le-vit'i-cus,  Num'bers,  Deu'ter-on'o-my, 

II.  The  Historical  Books  are  twelve.  For  convenience  in  memoriz- 
ing the  list  we  arrange  them  in  three  subdivisions,  as  follows : 

1.  Josh'u-a,  Judges,  Ruth. 

2.  First  and  Second  Sam'uel,  First  and  Second  Kings,  First  and 
Second  Chron'i-cles. 


u 


REVISED  NORMAL  LESSONS. 


3.  Ez'ra,  Ne'he-mi'ah,  Es'ther. 

III.  The  Poetical  Books  are  five  :  Job,  Psalms,  Prov'erbs,  Ec-cle'- 
si-as'tes,  Soro-mon's  Song. 

IV.  The  major  (or  greater)  Prophetical  Books  are  five :  I-sa'iah, 
Jer'e-mi'ah,  Lam'en-ta'tions,  E-ze'ki-el,  Dan'iel. 

V.  The  minor  (or  lesser)  Prophetical  Books  are  twelve,  which  may 
be  arranged  in  four  subdivisions,  as  follows : 

1.  Ho-se'a,  Jo'el,  A'mos. 

2.  O'ba-di'ah,  Jo'nah,  Mi'cah. 

3.  Na'hum,  Hab'ak-kuk,  Zeph'a-ni'ah. 

4.  Hag'ga-i,  Zech'a-ri'ah,  Mal'a-chi. 

Another  method  of  learning  these  names  is  by  committing  to  memory 
the  following  arrangement  of  their  initial  syllables: 
Ho,    Jo.    Am.       Ob.    Jo.   Mi.   Na.       Ha.   Ze.   Ha.   Ze.   Ma. 

The  names  of  these  books  should  be  reviewed  over  and  over  until  they  are  thoroughly 
committed  to  memory. 

Let  the  pupils  be  called  upon  in  turn  to  "  bound  a  book  ; "  *  that  is,  to  name  the  divi- 
sion to  which  it  belongs,  the  book  which  precedes  it,  and  the  book  which  follows  it.  For 
example  : 

Teacher.  Bound  the  Book  of  A'mos. 

Scholar.  The  Book  of  A'mos  is  one  of  the  twelve  minor  Prophetical  Books,  preceded 
by  Jo'el  and  followed  by  O'ba-di'ah. 

Another  plan  of  testing  the  pupils  is  to  call  for  the  entire  class  or  school 
to  find  a  book  at  once,  and  let  each  one,  as  soon  as  he  has  found  it,  hold 
up  his  Bible  with  finger  on  the  page  where  the  book  begins. 


MAJ.  PRO.  5.   LJ.L.E.D 


WIN.  PRO.  12.    "iA-O-J-MiftT 


^  Suggested  by  Rev.  W.  F.  Crafts,  D.D.,  in  an  article  in  The  Christian  Statesvutn. 


REVISED  NORMAL  LESSONS. 


15 


REVIEW  QUESTIONS. 

Name  the  books  ot  the  Pentateuch. 

Name  the  three  books  in  the  first  section  of  the  historical  books. 

Name  the  six  books  in  the  second  section  of  the  historical  books. 

Name  the  three  books  in  the  third  section  of  the  historical  books. 

Name  all  the  twelve  historical  books. 

What  are  the  poetical  books  ? 

What  are  the  five  books  of  the  major  prophets  ? 

What  are  the  three  books  of  the  first  section  of  the  minor  prophets? 

Name  the  second  section  of  the  minor  prophets. 

Name  the  third  section  of  the  minor  prophets. 

Name  the  fourth  section  of  the  minor  prophets. 

Name  all  the  twelve  minor  prophets. 


LESSON  III.      THE  BOOKS  OF  THE  NEW  TESTAMENT, 

I.   The  New  Testament,  though  less  than  one  third  the  size  of  the  Old, 
has  also  Five  Divisions,  as  follows  : 

1.  Biographical.     4  books. 

2.  Historical,     i  book. 

3.  Pauline  Epistles.     14  books. 

4.  General  Epistles.     7  books. 

5.  Prophetical,      i  book. 

We  arrange  these  in  the  same  form  as  those  of  the  Old  Testament. 


I  T  PAU.EP.i4.  f;.V6^T:l:f;fi 

11.   1 1         GEN.  EP.  7.  ?,i;|j;-j.  J 


16  REVISED  NORMAL  LESSONS. 

II.  The  Books  of  the  New  Testament  are  the  following: 

1.  The  four  Biographical  Books  are  Mat'thew,  Mark,  Luke,  John. 

2.  The  one  Historical  Book  is  Acts. 

3.  The  fourteen  Pauline  Epistles  (that  is,  letters  of  the  Apostle  Paul) 
may  be  arranged  in  four  sections,  as  follows : 

I.)  Ro'mans,  First  and  Second  Co-rin'thi-ans. 

2.)  Ga-la'ti-ans,  E-phe'si-ans,  Phi-lip'pi-ans,  Co-los'si-ans. 

3.)  First   and  Second    Thes'sa-lo'ni-ans,    First   and  Second 

Tim'o-thy. 
4.)  Ti'tus,  Phi-le'mon,  He'brews.* 

4.  The  seven  General  Epistles  are  so  named  because  most  of  them 
were  addressed  to  the  general  Church,  and  not  to  any  special  church  or 
person.  They  are,  James,  First  and  Second  Pe'ter,  First,  Second 
and  Third  John,  Jude. 

Though  all  these  are  called  "  General,"  yet  two  of  them  Second  and  Third  John, 
are  letters  written  to  individual  Christians. 

5.  The  one  Prophetical  Book  is  the  Rev'e-la'tion,  which  is  also 
called  '  the  A-poc'a-lypse,"  which  is  a  Greek  word  meaning  "  Revelation  " 
or  "  unveiling." 

The  names  of  these  books  should  be  memorized  in  the  same  manner  as 
has  been  already  suggested  in  Lesson  II. 

REVIEW  QUESTIONS. 

Into  how  many  parts  is  the  New  Testament  divided  ? 

Name  the  divisions  of  the  New  Testament. 

State  the  number  of  books  in  each  division. 

Name  the  biographical  books. 

Name  the  historical  book. 

Name  the  first  three  Pauline  Epistles. 

Name  the  four  books  in  the  second  section  of  the  Pauline  Epistles. 

Name  the  four  books  of  the  third  section  of  the  Pauline  Epistles. 

Name  the  three  books  of  the  fourth  section  of  the  Pauline  Epistles. 

Repeat  in  order  the  fourteen  Pauline  Epistles. 

Name  the  seven  General  Epistles. 

Which  of  these  are  properly  not  general,  but  special  ? 

What  is  the  prophetical  book  of  the  New  Testament? 

By  what  other  name  is  this  book  called  ? 

Bound  the  Book  of  Acts. 

Bound  the  Epistle  to  Co-los'si-ans. 

Bound  the  Epistle  to  the  He'brews. 

♦  The  Epistle  to  the  He'brews  is  Pauline  in  its  teaching,  and  properly  reckoned  among 
the  Paijline  Epistles,  though  its  authorship  is  uncertain, 


REVISED  NORMAL  LESSONS. 


LESSON  IV.     REVIEW  OF  PART  I. 

I.  The  meaning  of  the  word  Bible. 

II.  Names  of  the  Bible  in  the  book  itself. 

III.  The  number  of  its  authors;  the  centuries  of  its  composition;  num- 
ber of  its  books. 

IV.  The  divisions  of  the  Old  Testament  and  number  of  books  in  each 
division. 

V.  Names  of  the  books  in  each  of  the  five  divisions  of  the  Old  Testa. 
ment. 

VI.  The  divisions  of  the  New  Testament. 

VII.  The  names  of  the  books  in  each  division  of  the  New  Testament. 

BLACKBOARD  OUTLINE. 


I. 

Bible.     Biblos  ;  Book. 

II. 

Names.     Wo.  Scrip.  La. 

III. 

36  A.  66  B.  16  C. 

IV. 

0.  T.    I.  Pent.  5.    2.  Hist.  12.    3.  Poet.  5.    4.  Maj. 

Pro.  5.    5.  Min.  Pro.  12. 

V. 

Pent.  G.  E.  L.  N.  D.    Hist.   J.  J.  R.  i,  2  S.  i,  2 

K.  I,   2  Ch.   E.  N.  E.     Poet.  J.  P.  P.  E.  S.-S. 

Maj.  Pro.  I.  J.  L.  E.  D.    Min.   Pro.   H.  J.  A. 

0.  J.  M.  N.  II.  Z.  H.  Z.  M. 

VI. 

N.  T.     I.    Bio.    4.     2.    Hist.    I.     3.    Pau.   Ep.    14. 

4.  Gen.  Ep.  7.    5.  Pro.  i. 

VII. 

Bio.  M.  M.  L.  J.    Hist.  A.   Pau.  Ep.   R.  i,  2  C. 

G.   E.   P.  C.  I,  2  T.    I,  2  T.  T.  P.  H.       Gen. 

Ep.  J.  I,  2  P.  I,  2,  3  J.  J.     Pro.  R. 

18  HE  VISED  NORMAL  LESSONS. 


PART    II. 

SIX  LESSONS  IN  BIBLE  HISTORY. 


LESSON       V.  OLD  TESTAMENT  HISTORY.  PART  I. 

LESSON     VI.  OLD  TESTAMENT  HISTORY.  PART  XL 

LESSON   VII.  OLD  TESTAMENT  HISTORY.  PART  IIL 

LESSON  VIIL  NEW  TESTAMENT  HISTORY.  PART  I. 

LESSON     IX.  NEW  TESTAMENT  HISTORY.  PART  IL 
LESSON       X.  REVIEW  OF  BIBLE  HISTORY. 


LESSON  V.     OLD  TESTAMENT  HISTORY. 
Part  I.     The  First  Period. 

1.  The  central  theme  of  the  divine  revelation  is  redemption,  or  salva- 
tion through  Christ. 

2.  Throughout  the  Bible  this  theme  of  redemption  is  presented  histor- 
ically. God  revealed  his  plan  of  saving  men,  not  in  a  theological  system, 
but  in  the  story  of  his  dealings  with  the  world  at  large,  and  with  one  peo« 
pie  in  particular. 

3.  Therefore  to  understand  the  truths  of  salvation,  as  revealed  in 
Scripture,  we  must  study  Bible  history,  and  obtain  a  view  not  only  of  its 
leading  events,  but  also  of  its  underlying  principles. 

4.  The  history  of  the  Old  Testament  will  include  the  time  from  the 
creation  of  man  to  the  birth  of  Christ — an  epoch  of  four  thousand  years  ac« 
cording  to  the  common  chronology.*     We  divide  this  into  five  periods : 

I.  The  Period  of  the  Human  Race. 
II.  The  Period  of  the  Chosen  Family. 

III.  The  Period  of  the  Is'ra-el-ite  People. 

IV.  The  Period  of  the  Is'ra-el-ite  Kingdom. 
V.  The  Period  of  the  Jew'ish  Province. 

♦  The  chronology  of  the  Bible  is  not  a  matter  of  the  divine  revelation,  and  scholars  are 
not  agreed  with  respect  to  the  dates  of  early  Scripture  history.  'Ihe  dates  in  our  refer- 
ence Bibles  were  fixed  by  Archbishop  Usher  in  1660,  and  are  largely  incorrect,  especially 
in  the  earlier  periods.  Nevertheless  they  will  answer  for  our  purpose  to  mark  the  periods, 
and  we  retain  them,  inasmuch  as  the  scholars  have  not  yet  agreed  upon  the  true  chro- 
nology. 


REVISED  I^ORMAL  LESSONS.  10 

I.  We  find  in  the  opening  of  the  Bible  that  The  Human  Race  is  the 
subject  of  the  history.  This  theme  extends  through  the  first  eleven  chap- 
ters of  Gen'e-sis,  which  narrate  the  history  of  more  than  half  of  the  whole 
Bible  as  regards  time.  During  this  long  period  no  one  tribe  or  nation  or 
family  is  selected  ;  but  the  story  of  all  mankind  is  related  by  the  historian 
in  the  book  of  Gen'e-sis. 

1.  This  period  begins  with  the  Creation  of  Man,  B.  C.  4004,  accord- 
ing to  the  common  but  doubtless  incorrect  chronology,  and  ends  with  the 
Call  of  A'bra-ham,  B.  C.  1921,  when  a  new  theme  is  presented  and  a 
new  epoch  is  opened. 

2.  Through  this  period  it  would  appear  that  God  dealt  with  each  person 
directly,  without  mediation  or  organized  institutions.  We  read  of  neither 
priest  nor  ruler,  but  we  find  God  speaking  individually  with  men.  See 
Gen.  iii,  g  ;  iv,  6  ;  v,  22  ;  vi,  13  ;  and  let  the  class  find  other  instances. 
We  call  this,  therefore,  the  period  of  Direct  Administration. 

3.  All  the  events  of  this  period  may  be  connected  with  three  epochs : 
I.)  The  Fall  (Gen.  iii,  6),  which  brought  sin  into  the  world  (Rom. 

V,  12),  and  resulted  in  universal  wickedness  (Gen.  vi,  5). 

2.)  The  Deluge  (Gen.  vii,  11,  12),  B.  C.  2348.  By  this  event  the 
entire  population  of  the  world,  probably  confined  to  the  Eu-phra'tes 
valley,  was  swept  away  (Gen.  vii,  23),  and  opportunity  was  given  for 
a  new  race  under  better  conditions  (Gen.  ix,  18,  ig). 

3.)  The  Dispersion  (Gen.  x,  25).  Hitherto  the  race  had  massed 
itself  in  one  region,  and  hence  the  righteous  families  were  over- 
whelmed by  their  evil  surroundings.  But  after  the  deluge  an  instinct 
of  migration  took  possession  of  families,  and  soon  the  whole  earth 
was  overspread.  This  is  attested  by  Scripture  (Gen.  xi,  4,  8),  by 
tradition,  and  by  the  evidences  of  language  ;  and  was  according  to 
a  divine  purpose. 

4.  In  this  period  we  call  attention  to  three  of  its  most  important  Persons  : 
I.)  Ad'am,  the  first  man  (Gen.  v,  i,  2).     His  creation,  fall,  and  his- 
tory are  briefly  narrated. 

2.)  E'noch,  who  walked  with  God  (Gen.  v,  24),  and  was  translated 

without  dying. 
3.)  No'ah,  the  builder  of  the   ark  (Gen.  vi,  g),   and  the  father  of  a 

new  race. 

N.  B. — With  this  lesson  commit  to  memoiy  the  following  events  and  dates  : 

The  Creation  of  Man,  4004  B.  C. 

The  Deluge,  2348  B.  C. 

The  Call  of  A^Dra-ham,  ig2i  B.  C. 


REVISED  NORMAL  LESSONS. 


BLACKBOARD  OUTLINE. 


\.  Per.  Hu.  Ra.  II.  I'er.  Ch.  Fam 
C.  M.,  4004. 


Fa. 

Del.,  2348. 

Disp. 


Il.Per.  Is.  Peo.  IV.  Per.  Is.  Kin.  V.  Per.  Je.  Prov, 


REVIEW   QUESTIONS. 

What  is  the  central  theme  of  the  Bible  ? 

How  is  this  theme  presented  in  the  Bible? 

Why  should  we  study  the  history  in  the  Bible? 

What  are  the  five  periods  of  Old  Testament  history? 

What  is  the  subject  of  the  history  during  the  first  period? 

With  what  events  does  the  first  period  begin  and  end  ? 

Give  the  dates  of  these  two  events. 

What  kind  of  divine  government  in  relation  to  men  is  shown  in  the  first  period? 

Into  what  epochs  is  the  first  period  subdivided? 

What  results  followed  the  first  man's  falling  into  sin  ? 

Where  was  the  population  of  the  world  confined  up  to  the  time  of  the  flood  ? 

How  did  the  flood  become  a  benefit  to  the  world? 

What  new  instinct  came  to  the  human  family  after  the  flood? 

Name  three  important  persons  in  the  first  period. 

State  a  fact  for  which  each  of  these  three  men  is  celebrated. 

What  three  events  and  dates  in  the  first  period  are  to  be  remembered? 


LESSON  VI.  OLD  TESTAMENT  HISTORY. 
Part  II.  Second  and  Third  Periods. 
II.  A  new  chapter  in  Bible  history  at  Gen.  xii,  i.  Here  we  find  one 
family  of  the  race  is  selected  and  made  the  subject  of  the  divine  revelation. 
This  was  not  because  God  loved  one  family  more  than  others,  but  because 
the  world's  salvation  was  to  be  wrought  through  that  family  (Gen.  xii, 
2-3).     Hence  we  call  this  the  Period  of  the  Chosen  Family. 

1.  This  period  extends  from  the  Call  of  A'bra-ham  (Gen.  xii,  i),  B.  C. 
1921,  to  the  Ex'o-dus  from  E'gypt,  B.  C.  1491. 

2.  In  this   period  we   notice  the  recognition  of  the  family.     God  deals 
with  each  family  or  clan  through  its  head,  who  is  at  once  the  priest  and 


REVISED  NORMAL  LESSONS.  Si 

the  ruler  (Gen.  xvii,  7  ;  xviii,  19 ;  xxxv,  2).     We  call  this  period,  there- 
fore, that  of  the  Patriarchal  Administration. 

3.  We  subdivide  this  period  into  three  epochs: 

I.)  The  Journeyings  of  the  Patriarchs  (Gen.  xii,  5  ;  xiii,  17,  18  ; 
XX,  I,  etc.).  As  yet  the  chosen  family  had  no  dwelling-place,  but 
lived  in  tents,  moving  throughout  the  land  of  promise. 

2.)  The  Sojourn  in  E'gypt.  In  the  year  1706  B.C.,*  just  the 
middle  year  of  this  period,  the  Is'ra-el-ite  family  went  down  to 
E'gypt,  not  for  a  permanent  home,  but  a  "sojourn,"  which  lasted, 
however,  two  hundred  and  fifteen  years  (Gen.  xlvi,  5-7  ;  1,  24). 

3.)  The  Oppression  of  the  Is'ra-el-ites.  Toward  the  close  of  the 
sojourn  the  Is'ra-el-ite  family,  now  grown  into  a  multitude  (Exod. 
i,  7),  endured  cruel  bondage  from  the  E'gyp-tians  (Exod.  i,  13,  14). 
This  was  overruled  to  promote  God's  design,  and  led  to  their  de- 
parture from  E'gypt,  which  is  known  as  "  the  Ex'o-dus,"  or  going 
out. 

4.  From  the  names  of  men  in  this  period  we  select  the  following: 
I.)  A'bra-ham,  the  friend  of  God  Qames  ii,  23). 

2.)  Ja'cob,  the  prince  of  God  (Gen.  xxxii,  28). 

3.)  Jo'seph,  the  preserver  of  his  people  (Gen.  xlv,  5). 
III.  When  the  Is'ra-el-ites  went  out  of  E'gypt  a  nation  was  born,  and 
the  family  became  a  state,  with  all  the  institutions  of  government.     There- 
fore we  call  this  The  Period  of  the  Is'ra-el-ite  People. 

1.  It  opens  with  the  Ex'o-dus  from  E'gypt,  B.  C.  1491  (Exod.  xii, 
40-42),  and  closes  with  the  Coronation  of  Saul,  B.  C.  1095. 

2.  During  this  period  the  government  of  the  Is'ra-el-ites  was  peculiar. 
The  Lord  was  their  only  king  (Judg.  viii,  23),  but  there  was  a  priestly 
order  for  religious  service  (Exod.  xxviii,  i),  and  from  time  to  time  men 
were  raised  up  by  a  divine  appointment  to  rule,  who  were  called  judges 
(Judg.  ii,  16).  This  constituted  the  Theocratic  Administration,  or  a 
government  by  God. 

3.  We  subdivide  this  period  as  follows: 

I.)  The  Wandering  in  the  Wilderness.  This  was  a  part  of  God's 
plan,  and  trained  the  Is'ra-el-ites  for  the  conquest  of  their  land 
(Exod.  xiii,  17,  18).     It  lasted  for  forty  years  (Deut.  viii,  2). 

2.)  The  Conquest  of  Ca'naan,  which  occupied  about  twenty-five 
years  from  the  crossing  of  the  Jor'dan,  B.  C.  1451  (Josh,  iii,  14-17). 

*  It  is  probable  that  the  common  chronology  here  ii;  incorrect,  that  the  call  of  A'bra- 
ham  took  place  about  2100  B.  C,  the  descent  into  E'gypt,  about  1900,  and  that  the  so. 
journ  lasted  four  hundred  years  (Exod.  .xii,  40). 


RE  VISED  NORMAL  LESSONS. 


3.)  The   Rule  of  the  Judges.     From  the  death  of  Josh'u-a  (B.  C. 
1427)  the  people    were   directed  by  fifteen  judges,  not   always  in 
direct  succession,  for  about  three  hundred  and  thirty  years. 
4.  This  period  has  been  justly  called  "  the  Age  of  the  Heroes  ;  "  and  from 
many  great  men  we  choose  the  following : 

I.)  Mo'ses,  the  founder  of  the  nation  (Deut.  xxxiv,  10-12). 
2.)  Josh'u-a,  the  conqueror  of  Ca'naan  (Josh,  xi,  23). 
3.)  Gid'e-on,  the  greatest  of  the  judges  (Judg.  viii,  28). 
4.)  Sam'u-el,  the  last  of  the  judges  (i  Sam.  xii,  i,  2). 
N.  B. — With  this  lesson  commit  to  memory  the  following  events  and  dates: 
The  Settlement  in  E'gypt,  1706  B.  C. 
The  Ex'o-dus  from  E'gypt,  1491  B.  C. 
The  Entrance  into  Ca'naan,  145 1  B.  C. 


BLACKBOARD  OUTLINE. 


I.  Per.  Hu.  Ra. 
C.  M.,  4004. 
C.  A..  1921. 


Fa. 

Del..  2348. 

Dis. 


IL  Per.Ch.  Fam. 
C.  A.,  1921. 
E.  E.,  1491. 


Patr.  Adm. 


Jou.  Pat. 
Soj.  Eg.,  1706. 
Opp.  Isr. 


A.  J.  J. 


III.  Per.  Is.  Peo 
E.  E.,  1491. 
C.  S.,  1095. 


Wan.  Wil. 
Con.  Can., 
Rii.  Jud. 


M.  J.  G.  S. 


REVIEW  QUESTIONS. 

What  IS  the  name  of  the  second  period  ? 

Why  is  it  so  named  ? 

Wiih  what  events  does  the  second  period  begin  and  end? 

Between  what  dates  is  the  second  period  ? 

What  kind  of  divine  administration  do  we  notice  in  the  second  period? 

Into  what  three  epochs  is  the  second  period  divided  ? 

What  was  the  date  when  the  Is'ra-el-ites  went  down  into  E'gj'pt? 

What  were  the  beneficial  results  of  the  bondage  in  E'gypt  upon  the  Is'r.a-el-ites  ? 

Name  three  persons  of  the  second  period. 

For  what  fact  or  trait  is  each  of  these  three  persons  distinguished  ? 

What  is  the  third  period  of  Bible  history  called? 

With  what  events  and  dates  did  it  begin  and  end? 

How  was  Is'ra-el  governed  during  this  period  ? 

What  are  its  subdivisions? 

How  many  judges  governed  the  Is'ra-el-ites  after  Josh'u-a? 

Name  four  important  persons  of  the  third  period. 

State  for  what  each  of  these  persons  was  distinguished. 

What  three  events  and  dates  in  the  second  and  third  periods  are  to  be  remembered? 


REVISED  NORMAL  LESSONS.  2S 

LESSON  VII.     OLD  TESTAMENT  HISTORY. 
Part  III.     Fourth  and  Fifth  Periods. 

IV.  With  the  reign  of  the  first  king  a  new  period  opens.  We  now  study 
the  history  of  The  Is'ra-el-ite  Kingdom.  The  kingdom  was  divided  after 
the  reign  of  three  kings, but  even  after  the  division  it  was  regarded  as  one  king- 
dom, though  in  two  parts.  We  find  constant  allusions  to  Israel  as  a  people 
of  twelve  tribes,  even  as  late  as  the  New  Testament  period  (James  i,  i). 

1.  This  period  extends  from  the  coronation  of  Saul,  B.  C.  1095  (i  Sam, 
xi,  15),  to  the  captivity  of  Bab'y-lon,  B.  C.  587. 

2.  During  this  period  the  chosen  people  were  ruled  by  kings,  hence  this 
is  named  the  Regal  Administration.  The  king  of  Is'ra-el  was  not  a 
despot,  however,  for  his  power  was  limited,  and  he  was  regarded  as  the 
executive  of  a  theocratic  government  (l  Sam.  x,  25). 

3.  This  period  is  divided  into  three  epochs,  as  follows  : 

I.)  The  Age  of  Unity,  under  three  kings,  Saul,  Da'vid,  and  Sol'o- 
mon,  each  reigning  forty  years.  In  Da'vid's  reign  (B.  C.  1055-1015) 
the  kingdom  became  an  empire,  ruling  all  the  lands  from  iheE'gypt 
to  the  Eu-phra'tes. 

2.)  The  Age  of  Division.  The  division  of  the  kingdom  took  place 
B.  C.  975,  when  two  rival  principalities,  Is'ra-el  and  Ju'dah,  suc- 
ceeded the  united  empire,  and  all  the  conquests  of  Da'vid  were  lost 
(1  Kings  xii,  16,  17).  The  kingdom  of  Is'ra-el  was  governed  by 
nineteen  kings,  and  ended  with  the  fall  of  Sa-ma'ri-a  (B.  C.  721), 
when  the  Ten  Tribes  were  carried  into  captivity  in  As-syr'i-a 
(2  Kings  xvii,  6)  and  became  extinct. 

3.)  The  Age  of  Decay.  After  the  fall  of  Is'ra-el,  Ju'dah  remained- 
as  a  kingdom  for  one  hundred  and  thirty-four  years,  though  in  a 
declining  condition.  It  was  ruled  by  twenty  kings,  and  was  finally 
conquered  by  the  Chal-de'ans.  The  Jews  were  carried  captive  to 
Bab'y-lon  in  587  B.  C.  (2  Chron.  xxxvi,  16-20). 

4.  The  following  may  be  regarded  as  the  representative  Persons  of  this 
period,  one  from  each  epoch: 

I.)  Da'vid,  the  great  king  (2  Sam.  xxiii,   l),  and  the  true  founder  of 

the  kingdom. 
2.)  E-Ii'jah,  the  great  prophet  (i  Kings  xviii,  36). 
3.)  Hez'e-ki'ah,  the  good  king  (2  Kings  xviii,  1-6). 

V.  In  the  closing  period  of  Old  Testament  history  we  find  the  tribe  of 
Ju'dah  alone  remaining,  and  during  most  of  the  time  under  foreign  rule,  so 
we  name  this  the  Period  of  the  Jevsr'ish  Province. 


S4.  REVISED  NORMAL  LESSONS. 

1.  It  extends  from  the  beginning  of  the  captivity  at  Bab'y-lon,  B.  C. 
536,  to  the  Birth  of  Christ,  B.  C.  4.* 

2.  During  this  period  Ju-de'a  was  a  subject  land,  except  for  a  brief  epoch. 
This  may  be  called,  therefore,  the  Foreign  Administration  as  the  rule 
was  through  the  great  empires  in  succession. 

3.  This  period  may  be  subdivided  into  five  epochs.  For  the  first  and 
a  part  of  the  second  we  have  the  Old  Testament  as  our  source  of  history  ; 
all  the  rest  fall  in  the  four  centuries  of  silence  between  the  Old  and  the 
New  Testament. 

I.)  The  Chal-de'an  Supremacy.     Fifty  years  from  the  captivity, 
B.  C.  587,  to  the  conquest  of  Bab'y-lon  by  Cy'rus,  B.  C.  536,  by  which 
the  Chal-de'an  Empire  was  ended,  and  the  Jews  were  permitted  to 
return  to  their  land  (Ezra  i,  1-3). 
2.)  The  Per'si-an  Supremacy.     About  two  hundred  years  from  the 
fall  of  Bab'y-lon,  B.  C.  536,  to  the  battle  of  Ar-be'la,  B.  C.  330,  by 
which  Al'ex-an'der  the  Great  won  the  Per'si-an  Empire.     During 
this  epoch  the  Jews  were  permitted  to  govern  themselves  under  the 
general  control  of  the  Per'si-an  kings. 
3.)  The    Greek    Supremacy.     Al'ex-an'der's    empire   lasted   only 
ten  years,   but  was  succeeded  by   Greek   kingdoms,   under  whose 
rule  the  Jews  lived  in   Pal'es-tine   for  about  one  hundred  and  sixty 
years. 
4.)  The  Mac'ca-be'an  Independence.    About  B.  C.  168  the  tyranny 
of  the  Greek  king  of  Syr'i-a  drove  the  Jews  to  revolt.     Two  years 
later  they  won  their  liberty  under  Ju'das   Mac'ca-be'us,   and  were 
ruled  by  a  line  of  princes  called  As'mo-ne'ans,  or  Mac'ca-be'ans,  for 
one  hundred  and  twenty-six  years. 
5.)  The  Ro'man  Supremacy.     This  came  gradually,  but  began  of- 
ficially in  the  year  B.   C.  40,   when   Her'od  the  Great  received  the 
title  of  king  from  the  Ro'man  senate.     Thenceforth  the  Jew'ish  Prov- 
ince was  reckoned  a  part  of  the  Ro'man  Empire. 
N.  B. — The  student  should  commit  to  memory  the  following  important 
events  and  dates  in  this  lesson  : 

The  coronation  of  Saul,  B.  C.  1095. 
The  division  of  the  kingdom,  B.  C.  975. 
The  fall  of  Sa-ma'ri-a,  B.  C.  721. 
The  captivity  at  Bab'y-lon,  B.  C.  587. 
The  return  from  captivity,  B.  C.  536. 

♦When  the  birth  of  Christ  was  adopted  as  an  era  of  chronology,  about  A.  D.400,  a 
mistake  of  four  years  was  made  by  the  historian  who  fust  fixed  it.  Hence,  the  year  in 
which  Christ  was  born  was  in  reality  B.  C.  4. 


REVISED  NORMAL  LESSONS. 


m 


4.   In  each  epoch  of  this  period  we  select  one  important  Person. 

I.)  In  the  Chal-de'an  Supremacy,  Dan'iel,   the  prophet  and  prince 

(Dan.  ii,  48  ;  v,  12). 
2.)  In  the  Per'si-an  Supremacy,   Ez'ra  the  scribe,  the  framer  of  the 

Scripture  canon  and  the  reformer  of  the  Jews  (Ezra  vii,  6,  10). 
3.)  In  the  Greek  Supremacy,  Si'mon  the  Just,  a  distinguished  high 

priest  and  ruler. 
4.)  In   the   Mac'ca-be'an   Independence,    Judas   Mac'ca-be'us,  the 

liberator  of  his  people. 
5.)  In  the  Ro'man    Supremacy,    Her'od   the  Great,  the  ablest  but 

most  unscrupulous  statesman  of  his  age. 


To  THE  Student. — Lessons  V,  VI,  and  VII,  are 
series,  and  should  be  thoroughly  mastered  and  freque 
line  and  the  principal  dates  are  fixed  in  the  memory. 


mong   the   most   important  of  the 
tly  reviewed,  until  the  entire  out- 


BLACKBOARD  OUTLINI 


I.  Per.  Hu.  Ra.  II.  Per.  Ch.  Fam 
C.  M.,  4004.   C.  A.,  1921. 
C.  A.,  1921.    E.  E.,  1491. 


Jou.  Pat. 

Soj.  Eg.,  1706. 
Opp.  isr. 


A.J.J. 


III.  Per.  Is.  Peo.'IV.  Per.  Is.  Kin 
E.  E.,  1401,    C.  S.,  1095. 
C.  S.,  1095.     C.  B.,587. 


Wan.  Wil. 
Con.  Can., 
Ru.  Jud. 


M.  J.  G.  S. 


Reg.  Adm. 


Ag.  Un.,  975. 
Ag.  Div.,  721. 
Ag.  Dec,  587. 


V.  Per.  Je.  Pre 
C.  B.,587. 
Bi.  Ch.,  B.C. 


Ch.  Sup.,  536. 
Per.  Sup.,  330. 
Gk.  Sup.,  166. 
Mac.  Ind.,  40. 
Rom.  Sup. 


D.  E.  S.  J.  H. 


REVIEW  QUESTIONS. 
What  is  the  fourth  period  called? 
With  what  events  did  it  begin  and  end  ? 
\\  hat  were  the  dates  of  these  two  events  ? 
How  were  the  people  governed  during  this  period  ? 
What  were  the  three  subdivisions  of  this  period  ? 
Under  whom  did  the  kingdom  become  an  empire  ? 
What  was  the  e.\tent  of  its  empire  ? 
When  did  the  division  of  the  kingdom  take  place  ? 
What  was  the  result  of  the  division  ? 
How  many  were  the  kings  of  the  Ten  Tribes  ? 

With  what  event,  and  at  what  date,  did  the  kingdom  of  Is'ra-el  end' 
How  long  did  Ju'dah  last  after  the  fall  of  Is'ra-el  ? 


^e  REVISED  NORMAL  LESSONS. 

How  many  kings  reigned  in  Ju'dah  ? 

By  what  people  was  Ju'dah  conquered  ? 

To  what  city  were  the  Jews  carried  captive? 

Name  three  representative  persons  of  the  period  of  the  kingdom. 

What  is  the  closing  period  of  Old  Testament  history  called? 

With  what  events  and  dates  did  it  begin  and  end  ? 

How  were  the  Jews  governed  during  most  of  this  time  ? 

Name  its  five  epochs. 

Under  whom  did  the  Jews  obtain  independence? 

State  five  important  events  and  dates  in  the  fourth  and  fifth  periods. 

Name  one  person  in  each  epoch  of  the  fifth  period,  and  for  what  he  is  distinguished. 


LESSON  VIII.     THE  NEW  TESTAMENT  HISTORY.* 
Part  I.     The  Life  of  Christ. 

While  the  Old  Testament  contains  the  history  of  from  four  thousand 
to  six  thousand  years  the  New  Testament  includes  less  than  one  hundred 
years,  not  one  fortieth  as  long  a  period.  Yet  it  is  not  to  be  neglected,  for 
the  subjects  which  it  presents  are  of  surpassing  importance. 

The  New  Testament  history  embraces  seventy-five  years,  from  the  Vision 
of  Zach'a-ri'as  to  the  Fall  of  Je-ru'sa-lem,  an  event  often  predicted  in  the 
New  Testament,  though  not  reported  historically  (Luke  xxi,  5,  6). 

The  events  of  this  time  are  divided  into  five  periods,  as  follows : 

1.  The  Preparation.     32  years. 

2.  The  Mes-si'ah's  Ministry.     3  years. 

3.  The  Church  in  Ju-de'a.     5  years. 

4.  The  Church  in  Transition.     15  years. 

5.  The  Church  of  the  Gen'iiles.     20  years. 

I.  The  first  of  these  periods  is  that  of  the  Preparation  for  the  new 
dispensation. 

1.  This  period  begins  with  the  Vision  of  Zach'a-ri'as  (Luke  i,  11,  12), 
B.  C.  6,  according  to  the  common  chronology,  and  ends  with  the  Baptism 
of  Christ,  A.  D.  27  (Matt,  iii,  13-17)- 

2.  During  this  period  the  field  of  the  history  is  the  Land  of  Pal'es- 
tine,  then  and  throughout  all  the  New  Testament  history  under  the  domi- 
nation of  the  Ro'man  Empire. 

3.  There  is  one  person  who  is  the  renter  of  the  story  during  this  period. 
John  the  Baptist.  He  appears  as  the  prominent  figure  of  the  epoch 
(Matt,  iii,  I  ;  John  i,  6). 

♦  The  outline  of  this  lesson,  and  the  following,  has  already  been  published  as  one  of 
the  tables  in  the  International  Teachers'  Bible,  and  is  here  used  by  permission. 


HE  VISED  NORMAL  LESSONS.  2l 

4.  The  thirty-two  years  of  this  period  may  be  subdivided  as  follows : 

I.)  The  Vision  of  Zach'a-ri'as,  which  was  the  prediction  of  the 
birth  of  Jolin  the  Baptist  (Luke  i,  11,  12). 

2.)  The  Annunciation  of  Mary  (Luke  i,  26,  27),  the  promise  of 
Christ's  birth. 

3.)  The  Childhood  of  John  the  Baptist  (Luke  i,  59-66,  80). 

4.)  The  Infancy  of  Je'sus.  Compare  Luke  ii,  1-39  and  Matt,  ii, 
1-23. 

5.)  The  Youth  of  Je'sus,  which  was  passed  at  Naz'a-reth  (Luke  ii, 
51,  52).     His  trade  (Mark  vi,  3). 

6.)  The  Ministry  of  John  the  Baptist  (Luke  iii,  1-3).    Among  the 
last  acts  of  his  ministry  was  the  baptism  of  Je'sus. 
II.  The  next  period  is  that  of  the  Mes-si'ah's  Ministry,  which  em- 
braces the  events  of  a  little  more  than  three  years. 

1.  The  period   extends  from  the  Baptism  of  Christ,  A.  D.  27,  to  the 
Ascension  of  Christ,  A.  D.  30. 

2.  The  place  of  this  period  is  the  Land  of  Pal'es-tine,  all  of  whose 
provinces  were  visited  by  Je'sus. 

3.  The  principal  person  is  Je'sus  the  Christ,  whose  life  and  work  are 
the  theme  of  the  four  gospels. 

4.  We  subdivide  the  ministry  of  Je'sus  into  six  periods,  as  follows: 

I.)  The  Year  of  Obscurity,  narrated  in  John  i-iv,  and  passed  mainly 
in  Ju-de'a.  Find  in  the  chapters,  (i)  The  meeting  of  the  earliest 
disciples;  (2)  The  first  miracle;  (3)  Two  remarkable  conversions ; 
(4)  A  second  miracle. 

2.)  The  Year  of  Popularity,  narrated  by  the  first  three  evangelists 
(see  Luke  iv,  14;  ix,  17),  with  additions  in  John  v  and  vi.  It  was 
passed  in  Gal'i-lee,  with  a  visit  to  Je-ru'sa-lem.  Most  important 
events,  (i)  The  call  of  the  Twelve  ;  (2)  The  Sermon  on  the  Mount 
(Matt.  V,  i) ;  (3)  Feeding  the  Five  Thousand  (Mark  vi,  41). 

3.)  The  Year  of  Opposition,  narrated  by  all  the  evangelists,  but 
especially  by  Luke.  During  this  year  Je'sus  visited  all  the  five  prov- 
inces of  Pal'es-tine.  Principal  events,  (i)  The  Transfiguration 
(Mark  ix,  2) ;  (2)  The  Raising  of  Laz'a-rus  (John  xi,  43,  44)  ; 
(3)  The  Parable  of  the  Prodigal  Son  (Luke  xv,  18,  19). 

4.)  The  Week  of  the  Passion,  related  in  all  the  gospels  with  re- 
markable  fullness.  During  this  week  Je'sus  remained  in  and  near 
Je-ru'sa-lem.  Its  most  important  events  were,  (i)  The  Triumphal 
Entry  (Mark  xi,  8-1 1);  (2)  The  Last  Supper  (Luke  xxii,  14); 
(3)  The  Agony  in  the  Garden  (Luke  xxii,  44). 


Revised  normal  lessons. 


5.)  The  Day  of  Crucifixion,  related  by  all  the  gospels  more  fully 
than  any  other  day  in  Bible  history.  Its  events  took  place  at  Je- 
ru'sa-lem.  Compare  the  four  accounts  and  find,  (i)  Four  persons 
before  whom  Je'sus  was  tried  ;  (2)  The  seven  utterances  on  the 
cross  ;  (3)  The  men  and  women  who  took  part  in  the  burial  of 
Je'sus. 

6.)  The  Forty  Days  of  Resurrection,  of  which  we  need  to  com- 
bine the  accounts  in  all  the  gospels.  Most  of  the  ten  appearances 
were  at  Je-ru'sa-lem,  one  was  not  many  miles  distant,  and  two  were 
in  Gal'i-lee.  The  most  important  were,  (i)  The  Appearance  to 
Mary  Mag'da-le'ne  (John  xx);  (2)  The  "Walk  to  Em'ma-us  (Luke 
xxiv,  13-16);  (3)  The  Ascension  (Acts  i,  9-12) 


BLACKBOARD  OUTLINE. 


L  Per.  Prep. 


II.  Per.  i\Ies.  Rlin, 


Vis.  Zach.,  B.  C.  6.  Bap.  Ch.,  A.  D.  27, 
Bap.  Chr.,  A.  D.  27.'asc.  Ch.,  A.  D.  30 


John  Bap. 


1.  Vis.  Zach. 

2.  Ann.  Ma. 

3.  Ch.  J.  B. 

4.  Inf.  Jes. 

5.  You.  Jes. 

6.  Min.  J.  B. 


Jes.  Chr. 


1.  Ye.  Obs. 

2.  Ye.  Pop. 

3.  Ye.  0pp. 

4.  We.  Pas. 

5.  Da.  Cru. 

6.  Fo.  D.  Res. 


II.  Ch.  Jud.  IV.  Ch.  Trans.  V.  Ch.  Gen 


REVIEW  QUESTIONS. 

How  long  a  period  is  included  in  New  Testament  history? 

How  does  this  compare  with  the  length  of  Old  Testament  history  ? 

Name  the  five  periods  of  New  Testament  historj'. 

With  what  events  does  the  first  period  begin  and  end? 

What  land  was  the  field  of  the  first  period  ? 

What  person  is  most  prominent  in  the  first  period  ? 

Name  the  six  most  important  events  of  the  first  period. 

What  is  the  second  period  called  ? 

How  long  was  the  second  period  ? 

What  land  is  made  prominent  in  it  ? 

Who  is  its  most  important  person  ? 

Name  the  six  subdivisions  of  the  second  period. 


REVISED  NORMAL  LESSONS.  29 

State  some  of  the  most  important  events  in  the  first  year  of  Christ's  ministry. 

Where  was  the  first  year  passed  ? 

What  is  the  second  year  of  Christ's  ministry  called  ? 

Where  was  the  second  year  passed  ? 

Name  its  three  most  important  events. 

What  is  the  third  year  of  Christ's  ministry  called  ? 

Where  was  this  year  passed  ? 

What  were  its  three  most  important  events  ? 

What  week  is  narrated  in  all  the  gospels  ? 

Where  was  that  week  passed  ? 

What  were  its  three  most  important  events  ? 

What  day  is  recorded  in  the  Bible  more  fully  than  any  other? 

Before  what  four  men  was  Je'sus  brought  for  trial .' 

State  some  of  Christ's  utterances  on  the  cross. 

Name  some  of  those  who  took  part  in  the  burial  of  Je'bus. 

What  is  the  last  period  in  Christ's  life  ? 

How  many  appearances  of  Je'sus  after  his  resurrection  are  narrated? 

Which  was  the  first  appearance  ? 

Where  did  Je'sus  appear  to  two  disciples  ? 

From  what  mountain  did  Je'sus  ascend  to  heaven  ? 


LESSON  IX.     THE  NEW  TESTAMENT  HISTORY. 
Part  II.     The  Early  Church. 

When  Je'sus  Christ  ascended  to  heaven  he  left  his  Church  on  the  earth 
to  begin  its  woric  of  winning  the  world.  The  growth  of  the  Church  is  the 
subject  of  the  last  three  periods  of  New  Testament  history. 

III.  For  about  five  years  after  the  ascension  of  Christ  the  Church  was 
entirely  in  Ju-de'a  or  Pal'es-tine,  and  mostly  near  Je-ru'sa-lem.  No  Gen'- 
tiles  were  in  its  membership,  and  it  made  but  little  effort  to  evangelize  the 
world.     We  call  this  the  Period  of  the  Church  in  Ju-de'a. 

1.  This  period  extends  from  the  Ascension  of  Christ,  A.  D.  30,  to  the 
Choosing  of  the  Seven,  A.  D.  35. 

2.  During  this  period  the  field  of  the  Church  was  limited  to  the  prov- 
ince of  Ju-de'a. 

3.  Any  one  who  reads  the  first  six  chapters  of  the  Book  of  Acts  will  ob- 
serve that  the  most  prominent  person  in  this  epoch  is  Pe'ter  the  Apostle, 
the  leader  and  spokesman  of  the  twelve. 

4.  We  subdivide  this  period  as  follows  : 

I.)  The  Day  of  Pen'te-cost  (Acts  ii,  i).  On  this  day  the  Holy 
Spirit  descended  with  power,  and  three  thousand  wer§  added  to  the 
Church, 


so  RE  VISED  NORMAL  LESSONS. 

2.)  The  Preaching  of  Pe'ter.  We  find  in  succession  four  great 
discourses  delivered  by  the  apostle,  setting  forth  the  principles  of 
the  Gospel  (Acts  ii,  14  ;  iii,  12  ;  iv,  8 ;  v,  29). 

3.)  The  Apostolic  Miracles.  Note  several  of  these,  and  the  cir- 
cumstances under  which  they  were  wrought  (Acts  iii,  6 ;  v,  5, 
10,  15). 

4.)  The  Apostles  Persecuted.  This  was  the  natural  result  of  their 
persistent  boldness  in  proclaiming  the  Gospel  (Acts  iv,  3  ;  v,  17, 
33-  40). 

5.)  The  Growth  of  the  Church.  Notice  the  various  numbers  men- 
tioned at  different  limes  during  this  period  (Acts  ii,  41 ;  iv,  4  ;  v,  14  ; 

vi,  7). 
6.)  The  Choosing  of  the  Seven  (Acts  vi,  1-7).     This  event  ushered 
in  a  new  epoch,  for  it  brought  forward  a  new  leader  with  enlarged 
views  of  the  Gospel. 
IV.  The  fifteen  years  which  followed   the  death  of  Ste'phen  witnessed 
a  great   change  in  the  Church.      From  a  body  of  Jews   only,  located  in  Je- 
ru'sa-lem,  it  became   a   Church    for   the   whole   world,  wherein  Jews  and 
Gen'tiles    were    united    and    equal.      Hence  we  call    this    the    Period  of 
Transition. 

1.  It  extends  from  the  Choosing  of  the  Seven,  A.  D.  35,  to  the 
Council  at  Je-ru'sa-lem,  A.  D.  50. 

2.  The  field  of  the  Gospel  was  greatly  enlarged  during  this  period.  In 
successive  stages  it  extended  through  Pal'es-tine,  through  Syr'i-a,  and 
through  A'si-a  Mi'nor. 

3.  The  new  spirit  of  the  Church  called  forth  new  leaders,  among  whom 
we  note  Ste'phen,  who  inaugurated  the  movement  for  giving  the  Gospel 
to  the  Gen'tiles  (Acts  vi,  14) ;  Phil'ip,  who  first  preached  the  Gospel  out- 
side the  boundaries  of  the  Jew'ish  province  (Acts  viii,  5)  ;  Bar'na-bas  and 
Saul,  who  went  out  as  the  first  missionaries  (Acts  xiii,  2,  3);  and  James, 
the  Lord's  brother,  who  was  at  the  head  of  the  Church  in  Je-ru'sa-lem 
(Acts  XV,  13). 

4.  We  subdivide  the  period  as  follows  : 

I.)  Saul's  Persecution  (Acts  viii,  3).  This  began  with  the  martyr- 
dom of  Ste'phen,  but  was  pursued  with  such  vigor  as  to  scatter  the 
Church  in  Je-ru'sa-lem,  and  thus  to  send  the  Gospel  to  other  cities 
and  lands  (Acts  viii,  4). 

2.)  The  First  Gen'tile  Christians.  These  were  in  Sa-ma'ria 
(Acts  viii,  5),  an  E'thi-o'pi-an  nobleman  (Acts  viii,  27)  and  a  Ro'- 
man  officer  (Acts  x,  i). 


REVISED  NORMAL  LESSONS.  SI 

3.)  Saul's  Early  Ministry.     The  slayer  of  Ste'phen  soon  became 
Ste'phen's  successor  in  carrying  the  Gospel  to  the  Gen'tiles  and  in 
sufiering  persecution  from  the  Jews  (Acts  xi,  18,  19,  23). 
4.)  The  Church  at  An'ti-och  (Acts  xi,  20).     Here  was  founded  a 
Church  whose  membership  consisted  of  Gentiles  and  Jews  united 
in  love. 
5.)  The  First  Missionary  Journey  (Acts  xiii,  2-4).     From  the 
Church  at  An'ti-och  Bar'na-bas  and  Saul  went  forth  to  preach  the 
Gospel  in  the  provinces  of  A'si-a  Mi'nor. 
6.)  The  Council  at  Je-ru'sa-Iem  (Acts  xv,  2).      In  this  meeting  it 
was  finally  settled  that  Jews  and  Gen'tiles  should  enjoy  the  same 
privileges  in  the  Church.     This  was  the  last  step   in  the  transition 
from  Jew'ish  to  Gen'tile  Christianity. 
V.  The  last  period  in  New  Testament  history  is  that  of  the  Church  of 
the  Gen'tiles,  the  story  of  the  continual    progress  and  extension  of  the 
Gospel. 

I.  It  extends  from  the  Council  at  Je-ru'sa-lem,  A.  D.  50,  to  the  Fall 
of  Je-ru'sa-lem,  A.  D.  70. 

a.  During  this  period  we  find  that  "  the  field  is  the  world,"  for  the  Gos- 
pel is  now  abroad  over  the  entire  Ro'man  Empire,  which  then  included 
all  the  lands  about  the  Med'i-ter-ra'ne-an. 

3.  One  man  appears  as  the  great  leader  of  the  Church  during  this 
epoch,  Paul  the  Apostle. 

4.  The  subdivisions  of  this  period  are  as  follows  : 

I.)  Paul's  Second  Journey  (Acts  xv,  40),  by  which  the  Gospel  was 

planted  in  Eu'rope  (Acts  xvi,  9,  10). 
2.)  Paul's  Third  Journey  (Acts  xviii,  23),  at  which  time  the  Church 

obtained  a  strong  foothold  in  the  great  city  of  Eph'e-sus  (Acts 

xix,  10). 
3.)  Paul  a  Prisoner  (Acts  xxi,  30-33).     After  his  arrest  he  remained 

for  nearly  five  years  in  the  hands  of  the  Ro'man  government,  at 

Caes'a-re'a,  on  the  voyage,  and  at  Rome. 
4.)  Paul's  Last  Years.     These  were  spent  partly  at  work  and  partly 

in  prison,  until  his  final  martyrdom,  A.  D.  68. 
5.)  Ne'ro's  Persecution.     This  was  the  first  of  many  attempts  on 

the  part  of  the  Roman  imperial  power  to  crush  the  growing  Church 

of  Christ. 
6.)  The  Fall  of  Je-ru'sa-lem-     The  Jews  rebelled  against  the  Ro'- 

Bians  A.  D.  66,  and  in  A.  L\  70  their  city  was  utterly  destroyed  and 

their  State  was  extinguished. 


32 


REVISED  NORMAL  LESSONS. 


BLACKBOARD  OUTLINE. 


I.  Per.  Prep. 

II.  Per.  Mes. 
Min. 

III.    Per.   Ch. 
Jud. 

IV.  Per.  Trans. 

V.  Per.  Ch.  Gen. 

Vis.  Zach.,  B.  C. 

6. 
Bap.  Jes.,  A.  D. 

27. 

Bap.  Ch.,  27. 
Asc.  Ch.,  30. 

Asc.  Chr.,  30. 
Cho.  Sev.,  35. 

Cho.  Sev.,  3S. 
Coun.  Jer..  50. 

Coun.  Jer.,  50. 
Fa.  Jer.,  70 

Pal. 

P„. 

Jud. 

Pal.  Syr.  As.  M. 

Rom.  Em. 

Jhn.  Bap. 

Jes.  Chr. 

Pet.  Ap. 

St.  Ph.  Bar.  Sa. 
Ja. 

Pan.  Ap. 

1.  Vis.  Zach. 

2.  Ann.  Ma. 

3.  Ch   J    B. 

4.  Inf.  Jes. 

5.  You.  Jes. 

6.  Min.  J.  B. 

1.  Ye.  Obs. 

2.  Ye.  Pop. 

3.  Ye.  Opp. 

4.  We.  Pass. 

5.  Da.  Cru. 

6.  Fo.  D.  Res. 

1.  Da.  Pen. 

2.  Pre.  Pet. 

3.  Ap.  Mir. 

4.  A  p.  Per. 

5.  Gro.  Ch. 

6.  Cho.  Sev. 

1.  Sa.  Per. 

2.  Fi.  Gen.  Chr. 

3.  Sa.  Ea.  Min. 

4.  Ch.  Ant. 

5.  Fi.  Mis.  Jour. 

6.  Coun.  Jer. 

1.  Pa.  Sec.  Ton. 

2.  Pa.  Thi.  -Jou. 

3.  Pa.  Pris. 

4.  Pa.  La.  Ye. 

5.  Ner.  Per. 

6.  F...  Ter. 

REVIEW  QUESTIONS. 

Where  was  the  Church  located  after  the  ascension  of  Christ? 

Of  what  was  its  membership  composed  at  this  time  ? 

What  is  the  third  period  of  New  Testament  history  called  ? 

With  what  events  and  dates  does  it  begin  and  end  ? 

Where  was  its  field  during  this  period  ? 

Who  was  the  leader  of  the  Church  at  this  time  ? 

How  is  the  third  period  subdivided  ? 

What  took  place  on  the  day  of  Pen'te-cost  ? 

What  were  some  of  the  apo.itolic  miracles? 

Who  were  "  the  seven,"  and  for  what  were  they  chosen  ? 

What  is  the  fourth  period  called,  and  why  ? 

With  what  events  and  dates  does  the  fourth  period  begin  and  end? 

Wliat  lands  formed  the  field  of  the  Gospel  at  this  time  ? 

Who  were  the  leaders  of  the  Church  at  this  time? 

What  are  the  subdivisions  of  the  fourth  period? 

Who  became  Ste'phen's  successor? 

Where  was  founded  the  first  Church  of  Jews  and  Gen'liles  united? 

Who  went  on  the  first  missionary  journey  ? 

For  what  purpose  was  the  council  at  Je-ru'sa-lem  held  ? 

Name  the  last  period  in  New  Testament  history. 

With  what  events  and  dates  does  it  begin  and  end  ? 

What  was  the  field  of  the  Church  at  this  time? 

Who  was  the  leader  of  the  Church  during  this  period  ? 

What  are  the  subdivisions  of  the  fifth  period  ? 

With  what  event  does  New  Testament  history  end? 


REVISED  NORMAL  LESSONS.  8^ 


LESSON  X.     REVIEW  OF  BIBLE  HISTORY. 

L  Name  the  five  periods  of  Old  Testament  history. 

II.  State  the  event  and  date  with  which  each  period  begins  and  ends. 

III.  State   the  form  of  divine   administration  in  each  Old  Testament 
period. 

IV.  Name  the  subdivisions  of  each  Old  Testament  period  in  order. 

V.  Name  the  great  men  in  each  period  of  the  Old  Testament  in  order. 

VI.  State  the  most  important  events  and  dates  in  Old  Testament  histoiy. 

VII.  Name  the  five  periods  of  New  Testament  history. 

VIII.  State  the  event  and  date  with  which  each  period  begins  and  ends. 

IX.  Name  the  prominent  land  in  each  period. 

X.  Name  the  important  persons  in  each  period. 

XL  State  the  subdivisions  in  each  period  of  New  Testament  history  in 
order. 

N.  B. — The  blackboard  outlines  with  Lessons  VII  and   IX,  taken  to- 
gether, will  answer  for  this  review. 
3 


S4  RE  VISED  NORMA L  LESSONS. 


PART   III. 
SIX  LESSONS  EST  BIBLE  GEOGBAPHY. 


LESSON     XI.  THE  OLD  TESTAMENT  WORLD. 

LESSON   XIL  THE  NEW  TESTAMENT  WORLD. 

LESSON  XIII.  THE  LAND  OF  PAL'ES-TINE.     PART  L 

LESSON  XIV.  THE  LAND  OF  PAL'ES-TINE.     PART  II. 

LESSON    XV.  THE  LAND  OF  PAL'ES-TINE.     PART  III. 

LESSON  XVL  REVIEW. 


LESSON  XI.     THE  OLD  TESTAMENT  WORLD. 

I.  Location  and  Extent.  The  history  of  the  Old  Testament  was 
enacted  upon  a  field  less  than  half  the  area  of  the  United  States.  It 
extended  from  the  river  Nile  to  the  Per'si-an  Gulf,  and  from  the  northern 
part  of  the  Red  Sea  to  the  southern  part  of  the  Cas'pi-an.  The  world  of 
Old  Testament  history  was  thus  one  thousand  four  hundred  miles  long  from 
east  to  west,  and  nine  hundred  miles  wide  from  north  to  south,  and  it 
aggregated  one  million  one  hundred  and  ten  thousand  .square  miles,  exclu- 
sive of  large  bodies  of  water. 

II.  Let  us  begin  the  construction  of  the  map  by  drawing  upon  its  borders 
Six  Seas,  four  of  which  are  named  in  the  Old  Testament. 

1.  The  Cas'pi-an  Sea,  of  which  only  the  southern  portion  appears  in 
the  northeastern  corner  of  our  map. 

2.  The  Per'si-an  Gulf,  south  of  the  Cas'pi-an,  on  the  southeast. 

3.  The  Red  Sea,  on  the  southwest  (Exod.  xv,  4;  Num.  xxxiii,  10; 
I  Kings  ix,  26). 

4.  The  Med'i-ter-ra'ne-an  Sea,  on  the  central  west.  Note  its  names 
in  Josh,  i,  4,  and  Deut.  xxxiv,  2. 

5.  The  Dead  Sea,  north  of  the  eastern  arm  of  the  Red  Sea  (Gen.  xiv. 
3  ;  Deut.  iv,  49 ;  Joel  ii,  20 ;  Ezek.  xlvii,  18). 

6.  The  Sea  of  Gal'i-lee,  north  of  the  Dead  Sea.  The  only  allusions  in 
the  Old  Testament  are  Num.  xxxiv,  11,  and  Josh,  xiii,  27. 

III.  Next,  we  indicate  the  Mountain  Ranges,  most  of  which,  though 
important  as  boundaries,  are  not  named  in  the  Bible. 

I.  We  find  the  nucleus  of  the  mountain  system  in  Mount  Ar'a-rat,  a 
range  in  the  central  north  (Gen.  viii,  4).  From  this  great  range  three 
great  rivers  rise  and  four  mountain  chains  branch. 


S6 


REVISED  NORMAL  LESSONS. 


2.  The  Cas'pi-an  Range  extends  from  Ar'a-rat  eastward  around  the 
southern  shore  of  the  Cas'pi-an  Sea. 

3.  The  Za'gros  Range  extends  from  Ar'a-rat  southeasterly  to  the 
Per'si-an  Gulf,  which  it  follows  on  the  eastern  border. 

4.  The  Leb'a-non  Range  extends  from  Ar'a-rat  in  a  southwesterly 
direction  toward  the  Red  Sea.  Mount  Her'mon,  the  mountain  region  of 
Pal'es-tine,  Mount  Se'ir,  on  the  south  of  the  Dead  Sea,  and  even  Mount 
Si'nai,  all  belong  to  this  chain  (Deut.  iii,  25  ;  Josh,  xiii,  5  ;  i  Kings  v,  6). 

5.  The  Tau'rus  Range,  from  Ar'a-rat  westward,  following  the  north- 
ern shore  of  the  Med'i-ter-ra'ne-an. 

IV.  The  Rivers,  for  the  most  part, follow  the  lines  of  the  mountain  ranges. 

1.  The  A-rax'es,  from  Ar'a-rat  eastward  into  the  Cas'pi-an  Sea,  may 
be  taken  as  the  northern  boundary  of  the  Old  Testament  world. 

2.  The  Ti'gris,  called  in  the  Bible  Hid'de-kel,  flows  from  Ar'a-rat,  on 
the  southwestern  slope  of  the  Za'gros  mountains,  in  a  southeasterly  direction 
into  the  Per'si-an  Gulf  (Gen.  ii,  14  ;  Dan.  x,  4). 

3.  The  Eu-phra'tes,  the  great  river  of  the  Bible  world,  rises  on  the 
northern  slope  of  Ar'a-rat,  flows  westward  to  the  Tau'rus,  then  southward, 
following  Leb'a-non,  then  southeasterly  through  the  great  plain,  and  finally 
unites  with  the  Ti'gris  (Gen.  ii,  14  ;  xv,  18  ;  Josh,  i,  4 ;  xxiv,  2). 

4.  The  Jor'dan  flows  between  two  parallel  chains  of  the 
Leb'a-non  range  southward  into  the  Dead  Sea  (Gen.  xiii, 
10  ;  Num.  xxii,  i ;  Judg.  viii,  4). 

5.  The  Nile,  in  Af'ri-ca,  flows  northward  into  the 
Med'i-ter-ra'ne-an  Sea  (Gen.  xli,  i  ;  Exod.  ii,  2). 

V.  The  Old  Testament  world  has  three  Natural  Divi- 
sions, somewhat  analogous  to  those  of  the  United  States. 

1.  The  Eastern  Slope,  from  the  Za'gros  mountains 
eastward  to  the  great  desert. 

2.  The   Central    Plain,    between    the   Za'gros   and 
Leb'a-non  mountains,  the  larger  portion  a  desert. 

3.  The  Western  Slope,  between  Leb'a-non  and  the  Med'i-ter-ra'ne-an 
Sea. 

VI.  We  arrange  the  Lands  according  to  the  Natural  Divisions,  giving 
locations,  and  not  boundaries,  as  these  changed  in  every  age. 
I.  On  the  Eastern  Slope  lie: 

I.)  Ar-me'ni-a  (Rev.  Ver.,  "  Ar'a-rat"),  between  Mount  Ar'a-rat  and 

the  Cas'pi-an  Sea  (2  Kings  xix,  37). 
2.)  Me'di-a,  south  of  the  Cas'pi-an  Sea  (2  Kings  xvii,  6  ;  Isa.  xxi,  2). 
3.)  Per'si-a,  south  of  Me'di-a  and  north  of  the  Per'si-an  Gulf  (Ezra  i, 
J  ;  P^R.  Y,  38). 


REVISED  NORMAL  LESSONS.  S7 

2.  In  tlie  Cenlral  riaiii  we  find: 

(ii)  Between  Mount  Za'gros  and  the  river  Ti'gris : 
4.)  As-syr'i-a  on  the  north  (2  Kings  xv,  ig  ;  xvii,  3). 
5.)  E'lam  on  the  south  (Gen.  x,  22  ;  xiv,  i). 

{b)  Between  the  rivers  Ti'gris  and  Eu-phra'tes : 
6.)  Mes'o-po-ta'mi-a  on  the  north  (Gen.  xxiv,  10;  Deut.  xxiii,  4). 
7.)  Chal-de'a  on  the  south  (Jer.  li,  24;  Ezra  v,  12). 

{c)  Between  the  river  Eu-plira'tes  and  the  Leb'a-non  range : 
8.)  Tlie  great  desert  of  A-ra'bi-a  (2  Chron.  xvii,  11  ;  xxvi,  7). 

3.  On  the  Western  Slope  we  find: 

9.)  Syr'i-a,  extending  from  the  Eu-phra'tes  to  Pal'es-tine  (2  Sam.  viii, 

6;  I  Kings  xxii,  i). 
10.)  Phoe-nic'i-a,  a  narrow  strip  between  Mount  Leb'a-non  and  the 

sea,  north  of  Pal'es-tine. 
II.)  Pal'es-tine,  "  the  Holy  Land,"  south  of  Syr'i-a  and  north  of  the 

Si'na-it'ic  wilderness.     Note  its  ancient  name  in  Gen.  xii,  5. 
12.)  The  Wilderness,  a  desert  south  of  Pal'es-tine,  between  the  two 

arms  of  the  Red  Sea  (Exod   xiii,  18;   Deut.  i,  19). 
13.)  E'gypt  on  the  northeast  corner  of  Af'ri-ca  (Gen.  xii,  10:  xxxvii,  28). 
VII.  In  these  lands  out  of  many  Places  we  name  and  locate  only  the 
most  important. 

1.)  E'den,    the  original  home  of  the  human   race,  probably  at  the 

junction  of  the  Ti'gris  and  Eu-phra'tes  (Gen.  ii,  8). 
2.)  Shu'shan,  or  Su'sa,  the   capital  of  the  Per'si-an   empire,  in  the 

province  of  E'lam  (Esther  i,  2). 
3.)  Bab'y-lon,  the  capital  of  Chal-de'a,  on  the   Eu-phra'tes  (Gen.  x, 

10;  2  Kings  XXV,  i). 
4.)  Nin'e-veh,  the   capital  of  As-syr'i-a,  on   the   Ti'gris  (Gen.  x,  11; 

Jonah  iii,  3). 
5.)  Ha'ran,  a  home  of  A'bra-ham,  in  Mes'o-po-ta'mi-a  (Gen.  xi,  31). 
6.)  Da-mas'cus,  the   capital  of  Syr'i-a,  in  the  southern  part  of  that 

province  (Gen.  xv,  2). 
7.)  Tyre,  the  commercial  metropolis  of  Phce-ni'ci-a  (Ezek,  xxvii,  3). 
8.)  Je-ru'sa-lem,  the  capital  of  Pal'es-tine  (Judg.  i,  8). 
9.)  Mem'phis,  the  early  capital  of  E'gypt,  on  the  Nile  (Hos.  ix,  6). 
Other  names  of  places   might  be  given    indefinitely,  but   it  is  desirable 
not  to  require  the  student  to  burden  his  memory  with  lists  of  names,  and 
therefore  the  most  important  only  are  given. 

Let  the  teacher  draw  the  map  in  the  order  given  above  and  drill  the  class  upon  each 
section  as  it  is  shown.  Do  not  undertake  fine  work  in  drawing  maps,  but  sketch  the  out- 
line somewhat  roughly,  in  presence  of  the  class.  Review  from  the  beginning  as  each  new 
topic  is  taught. 


58  REVISED  NORMAL  LESSONS. 


BLACKBOARD  OUTLINE. 


4- 

4. 

I. 

Loc.  Ex.    N.-P.  G.    R.  S.-Cas.    i 

,400. 

900.     1,110,000. 

11. 

Se.    Cas.    Per.  G.    R.  S.    Med.  S. 

D.  S. 

S.  Gal. 

III. 

Mtn.  Ran.    Ar.    Cas.    Zag.    Leb. 

Tau. 

IV. 

Riv.    Ar.    Tig.    Eup.    Jor.    Ni. 

V. 

Nat.  Div.     Ea.  SI.     Cen.  PI.    Wes 

SI. 

VI. 

La.      I.  Ar.      Me.     Per.      2.  Ass. 
3.  Syr.    Phce.    Pal.    Wil.    Eg. 

El. 

Mes.     Chal.    Ar. 

VII. 

Pla.     Ed.    Sh.    Bab.     Nin.    Har. 

Dam. 

Ty.    Jer.     Mem. 

•1 

REVIEW  QUESTIONS. 
How  large  was  the  Old  Testament  world  ? 
Between  what  bodies  of  water  was  it  located  ? 
What  were  its  dimensions  ? 
Name  its  six  important  bodies  of  water. 
Locate  each  of  these  bodies  of  water. 
Name  and  describe  its  mountain  ranges. 
Name  and  locate  its  five  important  rivers. 
State  and  describe  its  three  natural  divisions. 
Name  and  locate  the  lands  of  the  eastern  slope. 
Name  and  locate  the  lands  of  the  central  plain. 
Name  and  locate  the  lands  of  the  western  slope. 
Name  its  nine  important  places. 
Locate  each  of  the  nine  places. 


LESSON  XII.     THE  NEW  TESTAMENT  WORLD. 

In  the  four  centuries  between  the  events  of  the  Old  and  New  Testa- 
ments the  dominion  of  the  world  passed  from  A'si-a  to  Eu'rope,  and 
Je-ru'sa-lem,  which  had  been  in  the  center,  became  one  of  the  cities  upon 
the  extreme  east.  Hence  our  map  moves  with  the  course  of  empire 
westward  a  thousand  miles. 

I.   We  draw  the  outlines  of  the  most  important  Seas.     These  are — 

1.  The  Med'i-ter-ra'ne-an  Sea,  from  its  eastern  limit  as  far  west  as  It'- 
a-ly.    Voyages  on  it  are  referred  to  in  Acts  ix,  30;  xiii,  4;  xxi,  I,  2;  xxvii,  3. 

2.  The  Sea  of  Gal'I-lee,  associated  with  the  life  of  Christ.  Find  its 
three  different  names  in  Matt,  xv,  29  ;  John  vi,  i  ;  Luke  v,  i. 

3.  The  Dead  Sea,  not  named  in  the  New  Testament. 

4.  The  Black  Sea,  north  of  A'si-a  Mi'nor. 

5.  The  iE-ge'an  Sea,  between  A'si-a  Mi'nor  and  Greece.  Voyages 
upon  it  (Acts  xvi,  11  ;  xviii,  18;  xx,  I3-I5)- 


REVISED  NORMAL  LESSONS. 


39 


5.   The  Ad'ri-at'ic  Sea,  between  Greece  and  It'a-ly  (Acts  xxvii,  27). 
II.  In  these  seas  are  many  Islands,  of  which  we  name  five  of  the  most 
noteworthy  in  New  Testament  history. 

1.  Cy'prus,  in   the  northeast   corner  of  the    Med'i-ter-ra'ne-an  (Acts 
iv,  36  ;  xiii,  4). 

2.  Crete,  south  of  the  ^-ge'an  Sea,  between  A'si-a  Mi'nor  and  Greece 
(Acts  xxvii,  7  ;  Titus  i,  5). 

3.  Pat'mos,  in  the  ^-ge'an  Sea,  not  far  from  Eph'e-sus  (Rev.  i,  9). 

4.  Sic'i-ly,  southwest  of  It'a-ly  (Acts  xxviii,  12). 

5.  Mel'i-ta,  now  Mal'ta,  south  of  Sic'l-ly  (Acts  xxviii,  1). 


III.  We  locate  the  different  Provinces,  arranging  them  in  four  groups. 

1.  Those  on  the  continent  of  Eu'rope  are  :  i.)  Thrace.  2.)  Mac'e- 
do'ni-a  (Acts  xvi,  9,  10  ;  xx,  1-3).  3.)  Greece,  also  called  A-cha'ia 
(Acts  xviii,  12  ;  xx,  3).  4.)  Il-lyr'i-cum  (Rom.  xv,  19).  5.)  It'a-ly  (Acts 
xxvii,  i). 

2.  Those  on  the  continent  of  Af'ri-ca  are:  i.)  Af'ri-ca  Proper. 
2.)  Lib'y-a  (Acts  ii,  10).     3.)  E'gypt  (Matt,  ii,  13). 

3.  Those  on  the  continent  of  A'si-a,  exclusive  of  A'si-a  Mi'nor,  are  : 
I.)  A-ra'bi-a,  perhaps  referring  to  the  desert-region  southeast  of  Pal'es-tine 
(Gal.  i,  17).     2.)  Ju-de'a,  the  Tp.w'ish  name  for  all  Pal'es-tine,  in  the  New 


Jfi  REVISED  NORMAL  LESSONS. 

Testament  period  (Luke  i,  5).     3.)  Phoe-nic'i-a  (Markvii,  24  ;  Acts  xv,  3  ; 
jcxi,  2).     4.)  Syr'i-a,  north  of  Pal'es-tine  (Acts  xv,  41  ;  xx,  3). 

4.  The  provinces  in  A'si-a  Mi'nor  are  so  frequently  mentioned  in  the 
Acts  and  Epistles  that  it  is  necessary  for  the  student  to  learn  their  names 
and  locations.     We  divide  the  fourteen  provinces  into  four  groups. 

(a)  Three  on  the  Black  Sea,  beginning  on  the  east,     i.)  Pon'tus  (Acts 

xviii,  2).     2.)  Paph'la-go'ni-a.     3.)  Bi-thyn'i-a  (Peter  i,  i). 
(f>)  Three  on  the  ^-ge'an  Sea,  beginning  on  the  north.     4.)  My'si-a 
(Acts  xvi,   7).      5.)  Lyd'i-a.     6.)  Ca'ri-a.       These    three    provinces 
together  formed  the  district  known  as  "  A'si-a"  (Acts  ii,  9  ;  xix,  10). 
(c)  Three  on  the  Med'i-ter-ra'ne-an  Sea,  beginning  on  the  west.    7.)  Ly'- 
ci-a  (Acts  xxvii,  5).     8.)  Pam-phyri-a  (Acts  xiii,  13).     9.)  Ci-li'ci-a 
(Acts  xxi,  39). 
{d)  Five    in  the    interior.     10.)  On    the  north,    Ga-la'ti-a    (Gal.   i,  2). 
II.)  On  the  east,  Cap'pa-do'ci-a  (Acts  ii,  9).     12.)  On  the  southeast, 
Lyc'a-o'ni-a  (Acts  xiv,  6).     13.)  On  the  southwest,   Pi-sid'i-a  (Acts 
xiii,  14).     14.)  On  the  west,  Phryg'i-a  (Acts  xvi,  6). 
IV.  We  notice  the  twelve  most  important  Places. 

1.  Al'ex-an'dri-a,  the  commercial  metropolis  of  E'gypt  (Acts  xviii,  24). 

2.  Je-ru'sa-lem,  the  religious  capital  of  the  Jew'ish  world  (Matt,  iv,  5  ; 
Luke  xxiv,  47). 

3.  Caes'a-re'a,  the  Ro'man  capital  of  Ju-de'a  (Acts  x,  I  ;  xxiii, 
23,  24). 

4.  Da-mas'cus,  in  the  southern  part  of  Syr'i-a  (Acts  ix,  3). 

5.  An'ti-och,  the  capital  of  Syr'i-a,  in  the  north  (Acts  xi,  26  ;  xiii,  i). 

6.  Tar'sus,  the  birthplace  of  St.  Paul,  in  Ci-li'ci-a  (Acts  xxii,  3). 

7.  Eph'e-sus, -the  metropolis  of  A'si-a  Mi'nor,  in  the  province  of 
Lyd'i-a  (Acts  xix,  i). 

8.  Phi-lip'pi,  in  Mac'e-do'ni-a,  where  the  Gospel  was  first  preached  in 
Eu'rope  (Acts  xvi,  12). 

9.  Thes'sa-lo-ni'ca,  the  principal  city  in  Mac'e-do'ni-a  (Acts  xvii,  i  ; 
Thess.  i,  l). 

10.  Ath'ens,  the  literary  center  of  Greene  (Acts  xvii,  16). 

11.  Cor'inth,  the  political  capital  of  Greece  (Acts  xviii,  1-12). 

12.  Rome,  the  imperial  city  (Acts  xxviii,  16  ;  Rom.  i,  7). 

In  teaching  this  lesson  let  the  conductor  sketch  the  outline  of  the  map  upon  the  board 
and  drill  upon  the  seas  ;  then  draw  and  name  the  islands  ;  then  drill  upon  the  provinces, 
etc.     Review  until  the  lesson  is  learned  by  all  the  class. 

The  student  should  search  all  the  references  and  be  able  to  state  the  events  connected 
with  each  locality. 

It  would  be  well  for  the  student  to  find  additional  Scripture  references  to  all  the 
localities. 


kE VISED  NORMAL  LESSONS.  Jfl 


BLACKBOARD  OUTLINE. 

I.  Se.     Med.  Gal.  De.  Bl.  JEg.  Adr. 
II.   Isl.    Cyp.  Cre.  Pat.  Sic.  Mel. 
III.  Prov.    I.  Eur.  Thr.  Mac.  Gre.  Ach.  111.  It. 

2.  Afr.    Af.-Pr.  Lib.  Eg. 

3.  Asi.     Ar.  Jud.  Phoe.  Syr. 

4.  As.  Min.     (rt)  Pon.  Paph.  Bit.     {b)  Mys.  Lyd.  Car. 

{c)  Lye.  Pam.  Gil.    {d)  Gal.  Cap.  Lye.  Pi.  Ph. 
IV.   Pla.    Alex.  Jer.  Cses.  Dam.  Ant.  Tar.  Eph.  Phi.  Thes. 
Ath.  Cor.  Ro. 


REVIEW  QUESTIONS. 
What  difference  is  to  be  noted  between  the  map  of  the  Old  Testament  world  and  that 
of  the  New  ? 

Name  six  seas  in  the  New  Testament  world. 

State  the  location  of  each  of  these  seas. 

Name  five  islands  in  the  New  Testament  world. 

Give  the  location  of  each  island. 

Name  in  order  the  provinces  in  Eu'rope  in  the  New  Testament  world. 

Name  the  provinces  in  Af'ri-ca. 

Name  the  provinces  in  A'si-a,  exclusive  of  A'si-a  Mi'nor. 

Name  the  provinces  of  A'si-a  Mi'nor  bordering  on  the  Black  Sea. 

Name  the  provinces  on  the  A^-ge'an  Sea. 

Name  the  provinces  on  the  Med'i-ter-ra'ne-an  Sea. 

Name  and  locate  each  of  the  interior  provinces. 

What  city  of  the  New  Testament  world  was  in  Af'ri-ca? 

What  cities  were  in  Ju-de'a  and  Syr'i-a  ? 

What  cities  were  in  A'si-a  Mi'nor? 

What  cities  were  in  Eu'rope  ? 


LESSON  XIIL     THE  LAND  OF  PAL'ES-TINE. 
Part  I. 

There  is  one  land  more  closely  associated  with  the  Bible  than  any  other 
or  all  others — the  land  of  Pal'es-tine.  The  greatest  events  of  Bible  his- 
tory took  place  upon  its  soil;  where  the  patriarchs  journeyed,  and  the 
judges  and  kings  of  Is'ra-el  ruled,  and  the  conquering  armies  passed,  and 
the  Saviour  walked,  and  the  Church  was  founded.  The  student  will  there- 
fore find  it  needful  to  give  special  attention  to  this  land,  to  which  he  will 
find  constant  references  m  the  Scripture. 

I.  Let  us  notice  its  Names  at  different  periods. 


J^ 


REVISED  NORMAL  LESSONS. 


1.  The  earliest  name  was  Ca'naan,  "  lowland,"  referring  only  to  the 
section  between  the  river  Jor'dan  and  the  Med'i-ter-ra'ne-an  Sea,  of  which 
the  inhabitants  most  widely  known  were  the  Ca'naan-ites,  dwelling  on  the 
lowland  plains  (Gen.  xii,  5). 

2.  After  the  conquest  by  Josh'u-a  it  was  called  Is'ra-el,  though  in  later 

times  of  Old  Testament 
history  the  name  re- 
ferred only  to  the 
northern  portion,  the 
southern  kingdom  be- 
ing called  Ju'dah  (Judg. 
xviii,  I  ;  I  Kings  xii,  20). 

3.  In  the  New  Tes- 
tament period  its  politi- 
cal name  was  Ju-de'a, 
which  was  also  the  name 
of  its  most  important 
province  (Mark  i,  5). 

4.  Its  modern  name 
is  Pal'es-tine,  a  form 
of  the  word  "  Phi-lis'- 
tine,"  the  name  of  a 
heathen  race  which  in 
early  times  occupied  its 
southwestern  border 
(Isa.  xiv,  29). 

II.  The  following  are 
the  principal  Dimen- 
sions of  Pal'es-tine. 

1.  Ca'naan,  or  west- 
ern Pal'es-tine,  has  an 
area  of  about  six  thou- 
sand six  hundred  square 
miles,  a  little  less  than 
Massachusetts. 

2.  Pal'es-tine  Prop- 
er, the   domain    of  the 

Twelve  Tribes,  embraces  twelve  thousand  square  miles,  about  the  area  of 
Massachusetts  and  Connecticut. 

3.  The  Coast  Line,  from  Ga'za,  the  southernmost  town,  to  Zi'don,  on 
the  north,  is  about  one  hundred  and  eighty  miles  long. 


REVISED  NORMAL  LESSONS.  43 

4.  The  Jor'dan  is  distant  from  the  coast  at  Zi'don  about  twenty-five 
miles ;  and  the  Dead  Sea,  in  a  line  due  east  from  Ga'za,  about  sixty 
miles. 

5.  The  Jor'dan  Line,  from  Mount  Her'mon  to  the  southern  end  of  the 
Dead  Sea,  is  one  hundred  and  eighty  miles 

III.  The  most  important  Waters  of  Pal'es-tine  are  ; 

1.  The  Med'i-ter-ra'ne-an  Sea,  which  bounds  the  land  on  the  west 
(Josh,  i,  4  ;  Exod.  xxiii,  31  ;  Deut.  xi,  24). 

2.  The  River  Jor^dan,  rising  in  three  sources  in  Mount  Her'mon, 
eighteen  hundred  feet  above  the  sea,  and  emptying  into  the  Dead  Sea  thir- 
teen hundred  feet  below  the  sea  level ;  in  a  direct  line  one  hundred  and 
thirty-four  miles  long,  but  by  its  windings  over  two  hundred  miles  (Deut.  ix, 
I;  Josh,  iv,  I  :  2  Sam.  xvii,  22). 

3.  Lake  Me'rom,  now  called  Huleh,  a  triangular  sheet  of  water,  three 
miles  across,  in  a  swamp  in  northern  Gal'i-lee  (Josh,  xi,  5). 

4.  The  Sea  of  Gal'i-lee,  a  pear-shaped  lake,  fourteen  miles  long  by 
nine  wide,  and  nearly  seven  hundred  feet  below  the  sea  level.  Note  other 
names  in  Josh,  xiii,  27  ;  xi,  2  ;  Luke  v,  I ;  John  vi,  I. 

5.  The  Dead  Sea,  forty-six  miles  long  by  ten  wide,  and  thirteen 
hundred  feet  below  the  sea  level  (Gen.  xiv,  3;  Deut.  iv,  49 ;  Joel 
ii,  20). 

IV.  The  land  of  Pares-tine  lies  in  five  Natural  Divisions,  nearly  paralleL 

1.  The  Maritime  Plain,  or  sandy  flat,  extending  along  the  Med'i-ter- 
ra'ne-an  Sea,  from  eight  to  twenty  miles  wide. 

2.  The  Sheph'e-lah,  or  foot  hills,  from  three  hundred  to  five  hundred 
feet  high  and  very  fertile. 

3.  The  Mountain  Region,  the  backbone  of  the  land,  consisting  of 
mountains  from  two  thousand  five  hundred  to  four  thousand  feet 
high. 

4.  The  Jor'dan  Valley,  a  deep  ravme,  the  bed  of  the  river  and  its  three 
lakes,  from  five  hundred  to  twelve  hundred  feet  below  the  level  of  the  sea. 
and  from  two  to  fourteen  miles  wide. 

5.  The  Eastern  Table-land,  a  region  of  lofty  and  precipitous  moun- 
tains, from  whose  summit  a  plain  stretches  away  to  the  A-ra'bi-an  Desert 
on  the  east. 

Let  the  map  be  drawn  in  the  presence  of  the  class,  either  by  the  teacher  or  by  the 
pupils,  and  each  subject  of  the  lesson  be  reviewed  as  it  is  placed  upon  the  map. 

It  would  be  well  to  call  upon  one  pupil  to  draw  the  general  boundary  lines,  another  to 
insert  the  waters. 

If  chalk  of  different  color  can  be  used  for  each  subject  on  the  map  it  will  add  to  the 
interest  of  the  lesson. 


REVISED  NORMAL  LESSONS. 


BLACKBOARD  OUTLINE. 


I.  Na.  Ca.  Isr.  Jud.  Pal. 

II.  Dim.  Ca.  6,600.     Pal.  12,000.     C.  L.  180. 
To  Jor.  25.     To  D.  S.  60,     Jor.  L.  180. 
III.  Wat.     Med.     Jor.     L.  Me.     S.  Gal.     De.  Se. 
IV.  Nat.  Div.  M.  P.    Sh.    M.  R.     J.  V.    E.  T.-L. 


REVIEW  QUESTIONS. 
Why  is  a  knowledge  of  the  land  of  Pal'es-tine  important? 
Give  and  explain  the  four  different  names  of  this  land. 
What  is  meant  by  "  Ca'naan"  proper? 
How  large  is  Ca'naan  ? 

How  large  was  the  domain  of  the  Twelve  Tribes? 
How  long  is  the  coast  line  ? 

How  far  is  the  Jor'dan  distant  from  the  coast  near  its  source? 
How  far  is  the  Dead  Sea  from  the  coast  ? 
What  is  meant  by  the  Jor'dan  line  ? 
How  long  is  the  Jor'dan  line  ? 
Name  the  most  important  waters  of  Pal'es-tine. 
Describe  the  river  Jor'dan,  sources,  elevations,  length,  etc 
Describe  and  locate  Lake  Me'rom. 
Describe  the  Sea  of  Gal'i-lee. 
Describe  the  Dead  Sea. 
What  are  the  five  natural  divisions  of  Palestine  ? 


LESSON   XIV.     THE   IwVND    OF   PAL'ES-TINE. 
Part  II. 
V.  Pal'es-tine  is  a  land  of  mountains,  among  which  we  notice  only  a  few 
of  the  most  important,  beginning  in  the  north. 

1.  Mount  Her'mon,  where  Christ  was  transfigured,  is  near  the  source 
of  the  Jor'dan,  on  the  east,  and  is  the  highest  mountain  in  Pal'es-tine 
(Matt,  xvii,  i). 

2.  Mount  Leb'a-non,  west  of  Her'mon,  was  famous  for  its  cedars 
(l  Kings  V,  6  ;  Psalm  xxix,  5). 

3.  Mount  Ta'bor,  the  place  of  Deb'o-rah's  victory,  is  southwest  of  the 
Sea  of  Gal'i-lee  (Judg.  iv,  6). 

4.  Mount  Gil-bo'a,  where  King  Saul  was  slain,  is  south  of  Ta'bor 
(l  Sam.  xxxi,  i ;  2  Sam.  i,  21). 

5.  Mount  Car'mel,  the  place  ofE-li'jah's  sacrifice,  is  on  the  Med'i-ter-ra'- 
ne-an,  due  west  of  the  Sea  of  Gal'i-lee  (i  Kings  xviii,  20,  42  ;  Isa.  xxxv,  2). 

6.  Mount  E'bal,  "  the  mount  of  cursing,"  lies  in  the  center  of  the  land 
(Deut.  xi,  26). 


T — r 


46  RE  VISED  NORMAL  LESSONS. 

7.  Mount  Ger'i-zim,  "  the  mount  of  blessing,"  is  south  of  E'bal  Qosh. 
viii,  33  ;  John  iv,  20). 

8.  Mount  Ol^i-vet,  or  the  Mount  of  Olives,  is  east  of  Je-ru'sa-lem,  and 
due  west  of  the  head  of  the  Dead  Sea.  From  this  mountain  Je'sus  as- 
cended (Acts  i,  9,  12). 

9.  Mount  Ne'bo,  where  Mo'ses  died,  is  directly  opposite  Ol'i-vet,  on 
the  east  of  the  Dead  Sea  (Deut.  xxxiv,  i). 

VI.  Tliough  the  Jor'dan  is  the  only  river,  there  are  in  Pal'es-tine  many 
Brooks,  or  mountain  torrents,  large  in  the  winter,  but  often  dry  in  the 
summer.  The  most  important  of  these  are  the  following  four  on  the  east 
and  three  on  the  west  of  Jor'dan : 

1.  The  Brook  Ze'red,  flowing  northwest  into  the  Dead  Sea,  the  bound- 
ary between  E'dom  and  Mo'ab,  and  the  starting-point  for  Is'ra-el's  con- 
quest of  Ca'naan  (Deut.  ii,  13,  14)- 

2.  The  Brook  Ar'non,  flowing  westward  into  the  northern  part  of  the 
Dead  Sea,  the  boundary  between  Mo'ab  and  Is'ra-el  (Num.  xxi,  13  ;  Josh, 
xiii,  15,  16). 

3.  The  Brook  Jab'bok,  flowing  westward  into  the  Jor'dan,  two  thirds 
of  the  distance  between  the  Sea  of  Gal'i-lee  and  the  Dead  Sea  (Gen.  xxxii, 
22-24  ;  Deut.  iii,  16). 

4.  The  River  Hi-e'ro-niax(now  Yartnuk),  flowing  westwardintothe  Jor'- 
dan south  of  the  Sea  of  Gal'ilee  ;  a  boundary  between  Gil'e-ad  and  Ba'shan. 

5.  The  Brook  Kid'ron,  flowing  past  Je-ru'sa-lem  southeasterly  into  the 
Dead  Sea  (2  Sam.  xv,  23  ;  John  xviii,  i). 

6.  The  Brook  Che'rith,  where  E-li'jah  was  hidden,  probably  the  IVady 
Kelt,  flowing  eastward  into  the  Jor'dan,  near  Jer'i-cho  (i  Kings  xvii,  3). 

7.  Tlie  Brook  Ki'shon,  north  of  Mount  Car'mel,  flowing  northwest- 
ward into  the  Med'i-ter-ra'ne-an  (Judg.  v,  20,  21). 

VII.  We  note  a  few  of  the  more  important  Places,  and  arrange  them 
according  to  the  natural  divisions  of  the  land. 

I.  On  the  Seacoast  Plain  were: 

I.)  Ga'za,  on  the  south,  the  scene  of  Samson's  exploits  and  death 

(Judg.  xvi,  21). 
2.)  Jop'pa,  principal  seaport  of  Pal'es-tine  (2  Chron.  ii,  16  ;  John  i,  3), 
3.)  Caes'a-re'a,  south  of  Mount  Car'mel,  the  place  of  Paul's  imprison- 
ment and  trial  (Acts  xxv,  4). 
4.)  Tyre,  just   beyond  the  northern  boundary  of  Pal'es-tine,  a  great 
commercial  city  of  the  Phoe-ni'ci-ans  (Josh,  xix,  29). 
I.  In  the  Mountain  Region  were  : 

I.)  Be'er-she'ba,  in  the  southern  limit  of  the  land  (Gen.  xxi,  31,  33  ; 
I  Sam.  iii,  20  ;  i  Kings  xix,  3). 


REVISED  NORMAL  LJiSSONS.  Jft 

2.)  He'bron,  burial  place  of  the  patriarchs  (Gen.  xxiii,  19;  Ixix,  29-31). 
3.)  Beth'le-hem,  the  birthplace  of  Da'vid  and  of  Christ  (i  Sam.  xvii, 

12  ;  Matt,  ii,  i). 
4.)  Je-ru'sa-lem,  "  the  city  of  the  great  king,"  which  stands  due  west 

of  the  northern  point  of  the  Dead  Sea  (2  Sam.  v,  6-9). 
5.)  Beth'el,    nine   miles  north  of  Je-ru'sa-lem,  the   place  of  Ja'cob's 

vision  (Gen.  xxviii,  19). 
6.)  She'chem,    between  the  twin  mountains  Ger'i-zim  and  E'bal,  in 

the  center  of  the  land  (l  Kings  xii,  i  ;  John  iv,  5,  6). 
7.)  Sa-ma'ri-a,  the  capital  of  the  Ten  Tribes  (i  Kings  xvi,  24). 
8.)  Naz'a-reth,   west  of  the  southern  end  of  the  Sea  of  Gari-lee,  the 

early  home  of  Je'sus  (Matt,  ii,  23). 

3.  In  the  Jor'dan  Valley  were  : 

I  )  Jer'i-cho,  near  the  head  of  the  Dead  Sea  (i  Kings  xvi,  34). 
2.)  Ca-per'na-um,  near  the  head  of  the  Sea  of  Gal'i-lee  (John  ii,  12). 
3.)  Dan,  at  one  of  the  sources  of  the  Jor'dan,  the  northernmost  place 
in  the  land  (Judg.  xviii,  28  ;  xx,  i). 

4.  On  the  Eastern  Table-land  were: 

I.)  Be'zer,  north  of  the  Ar'non,  a  city  of  refuge  (Josh,  xx,  8). 

2.)  Ra'moth-gire-ad,   south  of  the  Jab'bok,  an    important  fortress 

(Josh.  XX,  8  ;  I  Kings  xxii,  3). 
3.)  Ma'ha-na'im,  at  one  time  the  capital  of  Is'ra-el  (2  Sam.  ii,  8,  9 ; 
xvii,  24). 
This  map  should  be  reviewed  until  every  member  of  the  class  can  draw  it  without  a 
copy.     In  drawing  the  map  notice:  i.  That  Mount  Car'mel  is  located  about  one  third  of 
the  distance  from  the  north  on  the  coast  line.     2.  That  the   Sea  of  Gal'i-lee  is  directly 
east  of  Mount  Car'mel.     3.  That  from  the  head  of  Lake  Me'rom  to  the  foot  of  the  Dead 
Sea  is  three  times  the  length  of  the  Dead  Sea.     4.  That  from  the  foot  of  the  Sea  of  Gal'- 
i-lee to  the  he.id  of  the  Dead  Sea  is  once  and  a  half  the  length  of  llie  Dead  Sea. 

BLACKBOARD   OUTLINE. 


I.   Na.     Ca.  Isr.  Jud.  Pal. 

II.    Dim.     Ca.   6,600.     Pal.  12,000.     C.  L.  180.     Jor.  25.     D.  S. 
60.     Jor.  L.  180. 
III.  Wat.     Med.  Jor.  Mer.  Gal    De. 
IV.  Nat.  Div.     M.  P.     Sh.     M.  R.    J.  V.     E.  T.-L. 
V.  Mtns.      Her.  Leb.  Tab.  Gil.  Car.  Eb.  Ger.  Ol.  Ne. 
VI.   Brks.      Ze.  Ar.  Jab.   Hie.  Kid.  Ch.  Kis. 
VII.   Pla.     1.  Sea.     PI.  Ga.  Jop.  Ces.  Ty.      2.  Mtn.  Reg.  Beer. 
Ileb.  Beth.  Jer.  Bet.  She.  Snm.  Naz.     3.   Jor.  Val. 
Ten   Cap.   Da.      4.    F.a.    Tah.-Ln.  Bez.   Ram.   Mah. 


48  REVISED  NORMAL  LESSONS. 

REVIEW  QUESTIONS. 
Name  nine  mountains  on  the  map  of  Pal'es-tine. 
State  the  location  of  each  mountain. 
State  a  fact  for  which  each  mountain  is  celebrated. 
What  are  the  characteristics  of  the  brooks  of  Pal'es-tine  ? 
Name  and  locate  the  important  brooks  on  the  east  of  the  Jor'dan. 
Name  and  locate  the  brooks  on  the  west  of  the  Jor'dan. 
Name  and  locate  four  places  on  the  Maritime  Plain. 
Name  and  locate  eight  places  in  the  Mountain  Region. 
Name  and  locate  three  places  in  the  Jor'dan  Valley. 
Name  and  locate  three  places  on  the  Eastern  Table-land. 


LESSON  XV.    THE  LAND  OF  PAL'ES-TINE. 

Part  IIL    Political  Divisions. 

Thus  far  we  have  considered  the  land  of  Pal'es-tine  in  its  natural  fea- 
tures. We  now  proceed  to  study  its  political  divisions  at  various  epochs  of 
its  history.  A  number  of  successive  waves  of  migration  and  conquest  have 
swept  across  this  land,  and  all  have  left  their  traces  upon  it. 

I.  Prehistoric.  Pal'es-tine  has  an  interest  to  the  archaeologist,  but  we 
pass  it  by  with  a  glance.  It  is  evident  that  before  history  began  unknown 
and  strange  races  occupied  this  land.  Note  some  of  their  names  in  Gen. 
xiv,  5  ;  Num.  xiii,  28  ;  Deut.  ii,  10-12,  20-23.  A  few  individuals  of  these 
races  were  found  long  afterward  (Deut.  iii,  II ;  I  Sam.  xvii,  4-7  ;  2  Sam. 
xxi,  16-22). 

II.  Patriarchal  Pal'es-tine  (that  is  Pal'es-tine  before  the  conquest) 
was  inhabited  by  races  of  Ham-it'ic  origin,  mostly  descended  from  Ca'naan 
(Gen.  X,  15-ig),  tliough  bearing  different  names. 

1.  The  Seacoast  Plain  was  occupied  by  the  Phi-lis'tines  on  the  south 
[Gen.  xxvi,  i),  the  Ca'naan-ites  in  the  center,  near  Mount  Car'mei,  and  the 
Zi-do'ni-ans,  or  Phoe-ni'ci-ans,  in  the  north. 

2.  The  Mountain  Region  was  held  by  the  Am'o-rites  in  the  south,  by 
the  Jeb'u-sites  near  the  site  of  Je-ru'sa-Iem,by  the  Hi'vites  in  the  center 
of  the  land,  and  by  the  Hit'tites  in  the  north  (Num.  xiii,  29  ;  Judg.  i,  21 ; 
Josh,  ix,  I  ;  xi,  19). 

3.  The.  Jor'dan  Valley  was  held  by  the  Ca'naan-ites  (Num.  xiii,  29). 

4.  On  the  Eastern  Table-land  the  Mo'ab-ites  held  the  mountains  east 
of  the  Dead  Sea  (Deut.  ii,  g),  the  Am'o-rites  between  the  rivers  Ar'non  and 
Hi'e-ro-max(Deut.  ii,  24).  and  the  Ba'shan-ites  in  the  north  (Deut.  iii,  1-3). 

III.  Tribal  Pal'es-tine,  or  Pal'es-tine  as  divided  among  the  Twelve 
Tribes,  followed  the  conquest  of  the  land  by  Josh'u-a.  We  divide  thes? 
tribes  into  four  groups. 


REVISED  NORMAL  LESSONS. 


Ji9 


I.    The  Eastern  Group,  beyond  Jor'dan.     (i)  On  the  north  Ma-nas'seh 
East,  half  the  tribe  (Deut.  iii,  13) ;  (2)  in  the  center,  east  of  the  Jor'dan, 


PALESTINE 

IN  THE 

TIMES  OF  THE 

PATRIARCHS 


Gad  ;  (3)  in  the  south,  east  of  the  northern  half  of  the  Dead  Sea,  Reu'ben 
(Deut.  iii,  16). 

2.    The  Southern  Group,     (i)   On  the  northwest   Dan  (Judg.  xiii,  25)1 
4 


50 


REVISED  NORMAL  LESSONS. 


(2)  on  the  northeast  Ben'ja-min  (Josh,  xviii,  11,  12);  (3)  in  the  center 
Ju'dah  Qosh.  xv,  1-5) ;  (4)  on  the  south,  Sim'e-on  (Josh,  xix,  9). 

3.  The  Central  Group.  This  was  allotted  to  a  tribe  and  a  half,  both  de- 
scended from  Jo'seph,  (i)  The  south-center,  from  the  JorMan  to  the 
Med'i-ter-ra'ne-an,  to  E'phra-im.  (2)  The  north-center,  having  the  same 
east  and  west  limits,  to  Ma-nas'seh  West. 

4.  The  Northern  Croup.  These  consisted  of:  (i)  Naph'ta-li  on  the 
north  (Josh,  xix,  32);  (2)  Zeb'u-lun  in  the  center  (Josh,  xix,  10);  (3) 
Is'sa-char  on  the  south  (Josh,  xix,  17);  (4)  Ash'er  on  the  west  (Josh. 
xix,  24). 

It  should  be  remembered  that  although  all  the  land  was  divided  among 
the  Twelve  Tribes,  the  Mountain  Region  only  was  actually  possessed  by 
them.  The  Is'ra-el-ites  scarcely  obtained  a  foothold  upon  the  Seacoast 
Plain  and  the  Jor'dan  Valley  during  the  time  of  the  Judges  ;  they  held  it 
under  control  during  the  days  of  David  and  Solomon,  but  permitted  the 
Ca'naan-ite  and  Phi'lis-tine  people  to  inhabit  it ;  and  even  in  the  New  Tes- 
tament period  most  of  the  lowland  population  were  still  heathen. 

IV.  Under  the  kings  of  Is'ra-el  and  Ju'dah  Regal 
Pal'es-tine  was  divided  into  two  kingdoms. 

1.  The  kingdom  of  Is'ra-el  included  practically  all 
the  country  north  of  Jer'i-cho  and  Beth'el,  though  the 
boundary  line  varied  in  different  reigns  (i  Kings  xii, 
19,  29).  Mo'ab  was  also  tributary  to  Is'ra-el  (2  Kings 
iii,  4). 

2.  The  kingdom  of  Ju'dah  included  the  country 
west  of  the  Dead  Sea,  with  a  supremacy  over  E'doni, 
south  of  the  Dead  Sea  (l  Kings  xii,  17  ;  2  Kings 
viii,  20). 

V.  Provincial  Fares-tine,  in  the  New  Testament  period,  included  five 
provinces,  three  on  the  west  and  two  on  the  east  of  Jor'dan. 

1.  Gal'i-lee  was  the  northern  province  on  the  west  of  Jor'dan  (Matt,  iv,  12). 

2.  Sa-ma'ri-a  was  a  district  rather  than  a  province,  since  it  had  no 
political  organization,  but  was  attached  to  Ju-de'a.  It  was  situated  in  the 
center  of  the  land  (John  iv,  3,  4). 

3.  Ju-de'a  was  the  principal  province  on  the  south  (Matt,  ii,  22). 

4.  Pe-re'a  ("beyond")  was  on  the  east  of  Jor'dan,  south  of  the  river 
Hi'e-ro-max.     It  is  called  "  Ju-de'a  beyond  Jor'dan  "  in  Matt,  xix,  i. 

5.  Ba'shan  was  the  country  north  of  the  Hi'e-ro-max  and  east  of  the 
Jor'dan  and  Sea  of  Gal'i-lee.  The  name  Ba'shan  is  not  used  in  the  New 
Testament,  but  the  province  was  generally  called  "  Phil'ip's  tetravchy  " 
(Luke  iii,  i). 


PALESTINE 

among 
THE  TWELVE  TRIBES. 


Bbzrah 


KEY  TO  THE  NUMBERS. 

I,  Judah.                       V.  Ephraim.  X.  Naphtali. 

II.  Simeon.                   VI.  Manasseh  (W.).  XI.  Manasseh  (E.). 

ITT.  Benjamin.             VII.  IssacTiar.  XII.  Gad. 

IV.  Dan,                    VIII.  Zebulun.  XIII.  Reuben. 
IX.  Asher. 


52  J^E  VISED  NORMAL  LESSONS. 


BLACKBOARD  OUTLINE. 


•J- 

+ 

I. 

Preh.  Pal. 

II. 

Patr.  Pal.     I.  Sea.  P.     Phil.     Can.     Zid.     2.  M.  R.     Am. 
Jeb.     Hiv.     Hit.      3.    J.    V.     Can.      4.    E.    T.-L.     Mo. 
Am.     Bash. 

III. 

Tri.  Pal.     i.  Ea.  Gr.     Man.  E.    Ga.    Reu.    2.  Sou.  Gr.    Da. 
Ben.    Jud.     Sim.    3.  Cen.  Gro.  Eph.  Man.    W.     4.    Nor. 
Gro.     Nap.     Zeb.     Iss.     Ash. 

IV. 

Reg.  Pal.     Isr.    Jud. 

V. 

Prov.  Pal.     Gal.     Sam.     Jud.     Per.     Bash. 

+  - 

+ 

REVIEW  QUESTIONS. 

What  do  we  know  of  the  prehistoric  inhabitants  of  Pal'es-tine? 

From  what  race  were  the  people  who  inhabited  Pal'es-tine  in  the  time  of  the  patriarchs  ? 

What  races  lived  on  the  Maritime  Plain  in  the  patriarchal  era? 

Who  inhabited  the  Mountain  Region  at  that  time? 

Who  inhabited  the  Jor'dan  Valley  ? 

Who  lived  on  the  Eastern  Table-land  during  the  patriarchal  period  ? 

When  was  the  land  divided  into  twelve  tribes? 

Name  and  locate  the  Eastern  Group  of  the  tribes. 

What  were  the  tribes  of  the  Southern  Group,  and  where  were  they  located  ? 

What,  and  where,  were  the  Central  Group? 

What  were  the  Northern  Group,  and  where  were  they  located? 

In  what  part  of  the  land  did  the  Is'ra-el-ites  generally  dwell  ? 

What  were  the  divisions  of  the  land  during  the  Regal  period  ? 

Name  the  five  provinces,  and  locate  them,  in  the  New  Testament  period. 


LESSON  XVI.     REVIEW  OF  BIBLE  GEOGRAPHY. 

I.  Concerning  the  Old  Testament  world: 

1.  State  its  general  location  and  dimensions. 

2.  Name  and  locate  its  six  large  bodies  of  water. 

3.  Name  and  locate  its  five  great  mountain  ranges, 

4.  Name  and  describe  its  five  important  rivers. 

5.  State  its  three  great  natural  divisions. 

6.  Name  the  lands  in  each  division. 

7.  Name  and  locate  nine  of  its  principal  places. 

II.  Concerning  the  New  Testament  world  : 

1.  Name  and  locate  its  important  seas. 

2.  Name  and  locate  five  of  its  islands. 


Revised  normal  lessons.  53 

3.  Name  its  five  provinces  in  Eu'rope. 

4.  Name  its  three  provinces  in  Af'ri-ca. 

5.  Name  four  of  its  provinces  in  A'si-a. 

6.  Name  in  order  the  fourteen  provinces  of  A'si-a  Mi'nor. 

7.  Name  and  locate  twelve  important  places. 
III.  Concerning  the  Land  of  Pal'es-tine  : 

1.  State  and  explain  its  names  at  different  periods. 

2.  Give  its  dimensions, 

3.  Name  and  locate  its  larger  bodies  of  vi^ater. 

4.  State  its  natural  divisions. 

5.  Name  its  mountains,  give  their  locations,  and  a  fact  about  each. 

6.  Name  its  brooks,  and  state  their  locations. 

7.  Name   the  principal  places,   following   the  natural  divisions  of 

the  land. 

8.  Name  and  locate  the  peoples  of  Pal'es-tine  in  the  earlier  periods. 

9.  State  the  names  of  the  twelve  tribes  of  Is'ra-el,  and  the  location 

of  each. 

10.  Name  and  bound  its  two  kingdoms. 

11.  Name  and  locate   the   five   provinces   in  the  New  Testament 
period. 


54  REVISED  NORMAL  LESSONS. 


PART  IV. 
SIX  LESSONS  IN  BIBLE  INSTITUTIONS. 


LESSON     XVII.  THE  ALTAR  AND  ITS  OFFERINGS. 

LESSON  XVIII.  THE  TABERNACLE. 

LESSON      XIX.  THE  TEMPLE. 

LESSON        XX.  THE  SYNAGOGUE. 

LESSON      XXI.  THE  SACRED  YEAR. 

LESSON     XXIL  REVIEW. 


LESSON  XVII.     THE  ALTAR  AND  ITS  OFFERINGS. 
As  preparatory  to  the  Christian  Church,  in  the  development  of  the  di- 
vine purpose  of  redemption,  we  notice  four  great  institutions,  each  related 
to  the  others,  and  all  united  in  a  progressive  order.     These  are — 

1.  The  Altar,  the  earliest  institution  for  worship. 

2.  The  Tabernacle,  whicli  was  an  outgrowth  of  the  Altar. 

3.  The  Temple,  which  was  a  development  of  the  Tabernacle. 

4.  The  Synagogue,  which  was  supplementaiy  to  the  Temple,  and 
formed  an  important  step  toward  the  Church  of  Christ. 

In  studying  the  first  of  these  religious  institutions  we  notice — 

I.  The  Altar. 

II.  Its  Offerings. 

1.  The  Altar,  i.  Its  universality.  There  was  scarcely  a  people  in 
the  ancient  world  without  an  altar.  We  find  that  the  worship  of  every 
land  and  every  religion  was  associated  with  altars.  See  allusions  in  Isa. 
Ixv,  3  ;  2  Kings  xvi,  10 ;  Acts  xvii,  23,  to  altars  outside  of  the  Is'ra-el-ite 
faith. 

2.  Its  origin  is  unknown,  but  it  was  early  sanctioned  by  a  divine  ap- 
proval of  the  worship  connected  with  it  (Gen.  iv,  3,  4  ;  viii,  20  ;  xii,  8). 

3.  Its  material — originally  earth  or  unhewn  stone.  Where  metal  or 
wood  was  used  it  was  merely  for  a  covering,  the  true  altar  being  of  earth 
inside  (Exod.  xx,  24,  25). 

4.  Its  idea — that  of  a  meeting  place  between  God  and  man,  involving  a 
sacrifice  for  sin. 


REVISED  NORMAL  LESSONS. 


55 


5.  Its  purpose — to  prefigure  the  cross  whereon  Christ  died  (i  Pet.  iii,  18; 
Heb.  ix,  22,  John  i,  29). 

II.  Its  Offerings,  which  were  of  five  kinds,  classified  as  follows  : 

1.  The  Sin  Offering,  (a)  This  regarded  the  worshiper  as  a  sinner, 
and  expressed  the  means  of  his  reconciliation  with  God.  (b)  The  offering 
consisted  of  an  animal,  {c)  The  animal  was  slain  and  burned  without  the 
camp,  {(i)  Its  blood  was  sprinkled  on  the  altar  of  incense  in  the  Holy 
Place  (Lev.  iv,  3-7). 

2.  The  Burnt  Offering,  {a)  This  regarded  the  worshiper  as  already 
reconciled,  and  expressed  his  consecration  to  God.  {b)  It  consisted  of  an 
animal,  varied  according  to  tlie  ability  of  the  worshiper,  (c)  The  animal 
was  slain  and  burned  on  the  altar,  {d)  Its  blood  was  poured  out  on  the 
altar,  a  token  that  the  life  of  the  worshiper  was  given  to  God  (Lev.  i,  2-9). 

3.  The  Trespass  Offering.*  {a)  This  represented  the  forgiveness  of 
an  actual  transgression,  whetlier  to  God  or  man,  as  distinguished  from  the 
condition  of  a  sinner  represented  in  the  sin  offering,  {b)  The  offering  con- 
sisted of  an  animal,  generally  a  ram,  though  a  poor  person  might  bring 
some  flour,  (r)  The  animal  was  slain  and  burned  on  the  altar,  {d)  The 
blood  was  poured  out  at  the  base  of  the  altar  (Lev.  v,  i-io). 

4.  The  Meat  Offering.f  {a)  This  expressed  the  simple  idea  of  thanks- 
giving to  God.  (Jj)  It  consisted  of  vegetable  food,  (c)  The  ofiering  was 
divided  between  the  altar  and  the  priest;  one  part  was  burned  on  the  altar, 
the  other  presented  to  the  priest  to  be  eaten  by  him  as  food  (Lev.  ii,  1-3). 

5.  The  Peace  Offering,  {a)  This  expressed  fellowship  with  God  in 
the  form  of  a  feast,  (b)  It  consisted  of  both  animal  and  vegetable  food. 
{c)  The  offering  was  divided  into  three  parts,  one  part  burned  upon  the 
altar,  a  second  eaten  by  the  priest,  a  third  part  eaten  by  the  worshiper 
and  his  friends  as  a  sacrificial  supper.  Thus  God,  the  priest,  and  the  wor- 
shiper were  all  represented  as  taking  a  meal  together. 

BLACKBOARD  OUTLINE. 


•K- 

I.  The  Alt. 
II.  Off. 

I.  Univ.     2. 

Ori.     3.  Mat.     4.  Id.     5 

.  Pur. 

I.  Si.  Off. 

Sin.  rec.  G. 

An. 

SI.  bur. 

Spr.  alt.  inc. 

2.  Bu.  Off. 

Con.  G. 

An. 

SI.  bur. 

Pou.  alt. 

3.  Tre.  Off. 

For.  trans. 

An. 

SI.  bur. 

Pou.  ba.  alt. 

4.  Me.  OfiT. 

Tha.  Gd. 

Veg. 

Alt.  pri. 

5.  Pea.  Off. 

Pel.  G. 

An.  Veg. 

Alt.  pr.  won 

*  Called  in  the  Revised  Version  "  guilt  offering." 

t  This  is  called  in  the  Revised  Version  "  the  meal  offering;"  that  is,  the  offering  to 
God  of  a  meal  to  be  eaten.     It  might  be  called  "  food  offering." 


66  HE  POISED  NORMAL  LESSONS. 


REVIEW  QUESTIONS. 
What  is  the  purpose  shown  in  all  Bible  history  ? 
Name  the  five  great  institutions  for  worship  in  the  Bible. 
What  shows  the  universality  of  the  altar  in  connection  with  worship? 
What  is  said  of  the  origin  of  the  altar  ? 
Of  what  material  were  the  earliest  altars  made? 
What  was  the  religious  idea  in  the  altar? 
What  prophetic  purpose  did  the  altar  have? 
Name  the  five  kinds  of  offerings. 
How  did  the  sin  offering  regard  the  worshiper? 
What  did  the  sin  offering  express  ? 
Of  what  did  the  sin  oflfering  consist  ? 
What  was  done  with  the  offering? 
What  was  done  with  the  blood  ? 
What  was  the  design  of  the  burnt  ofTering? 
Of  what  did  the  burnt  offering  consist? 
What  was  done  with  the  animal  ? 
What  was  done  with  the  blood  in  the  burnt  offering? 
Wherein  did  the  trespass  offering  differ  from  the  sin  offering? 
Of  what  did  the  trespass  offering  consist  ? 
What  was  done  with  the  sacrifice  ? 
What  did  the  meat  offering  express  ? 
Of  what  did  it  consist  ? 
How  was  the  meat  offering  used? 
What  was  expressed  by  the  peace  offering? 
Of  what  did  it  consist? 
What  was  done  with  the  peace  offering? 


LESSON  XVIII,     THE  TABERNACLE. 

1.  When  the  family  of  A-bra'ham  grew  into  a  people  its  unity  was  main- 
tained by  regarding  the  altar — and  but  one  altar  for  all  the  Twelve  Tribes 
— as  the  religious  center  of  the  nation. 

2.  To  the  thought  of  the  altar  as  the  meeting  place  with  God  was  added 
the  conception  of  God  dwelling  among  his  people  in  a  sanctuary  and  re- 
ceiving homage  as  the  King  of  Is'ra-el  (Exod.  xxv,  8). 

3.  Thus  the  altar  grew  into  the  Tabernacle,  which  was  the  sanctuary 
where  God  was  supposed  to  dwell  in  the  midst  of  the  camp.  As  was  nec- 
essary among  a  wandering  people,  it  was  constructed  of  such  materials  as 
could  be  easily  taken  apart  and  carried  on  the  march  through  the  wilder- 
ness. 

In  considering  the  Tabernacle  and  its  furniture  we  notice  the  following 
particulars : 

L  The  Court,  an  open  square  surrounded  by  curtains,  one  hundred  and 
fifty  by  seventy-five  feet  in  extent,  and  occupying  the  center  of  the  camp 


REVISED  NORMAL  LESSONS. 


57 


of  Is'ra-el  (Exod.  xxvii,  9-13).     In  this  stood  the  Altar,  the  Laver,  and  the 
Tabernacle  itself. 

II.  The  Altar  of  Burnt  Offerings  stood  within  the  court,  near  its  en- 
trance. It  was  made  of  wood  plated  with  "brass"  (which  is  supposed  to 
mean  copper),  was  seven  and  one  half  feet  square,  and  four  and  one  half 


^ 


THE  TABERNACLE. 

feet  high.  On  this  all  the  burnt  sacrifices  were  offered  (Exod.  xxvii,  I  ; 
xl,  29),  except  the  sin  offering. 

III.  The  Laver  contained  water  for  the  sacrificial  purifyings.  It  stood 
at  the  door  of  the  tent,  but  its  size  and  form  are  unknown  (Exod.  xxx, 
17-21). 

VI.  The  Tabernacle  itself  was  a  tent  forty-five  feet  long,  fifteen  feet 
wide.     Its  walls  were  of  boards,  plated  with  gold,  standing  upright;  its 


REVISED  NORMAL  LESSONS. 


roof  of  three  curtains,  one  laid  above  another.  Whether  there  was  a 
ridgepole  or  not  is  uncertain,  [The 
cut  on  page  57  represents  the  for- 
mer arrangement.]  It  was  divided, 
by  a  veil  across  the  interior,  into 
two  apartments,  the  Holy  Place  and 
the  Holy  of  Holies  (Exod,  xxxvi, 
8-38). 

V.  The  Holy  Place  was  the 
larger  of  the  two  rooms  into  which 
the  tent  was  divided,  being  thirty 
feet  long  by  fifteen  wide.  Into  this 
the  priests  entered  for  the  daily 
service.  It  contained  the  Candle- 
stick, the  Table,  and  the  Altar  of 
Incense  (Heb.  ix,    2). 

VI.  The  Candlestick  (more  cor- 
rectly, "  lampstand  ")  stood  on  the 
left  side  of  one  entering  the  Holy 
Place  ;  made  of  gold,  and  bearing 
seven  branches,  each  branch  hold- 
ing a  lamp  (Exod.  xxv,  31-37). 

VII.  The  Table  stood  on  the 
right  of  one  entering  the  Holy  Place  ; 
made  of  wood,  covered  with  gold  ; 
three  feet  long,  a  foot  and  a  half 
wide,  two  and  one  quarter  feet 
high ;  contained  twelve  loaves  of 
bread,  called  "the  bread  of  the 
presence"  (Exod.  xxxvii,  10,   ll). 


0<iMR 


MTMOf 


OMiKrrauNot 


DIAGRAM    SHOWING     LOCATION    OF    THE    O 
JECTS  WITHIN  THE  TABERNACLE  COURT. 


VIII.  The  Altar  of  Incense  stood  at 
the  inner  end  of  the  Holy  Place,  near  the 
veil ;  made  of  wood,  covered  with  gold  ;  a 
foot  and  a  half  square  and  three  feet  high. 
On  it  the  incense  was  lighted  by  fire  from 
the  altar  of  burnt  offering'  (Exod.  xxx, 
I.  2). 

IX.  The  Holy  of  Holies  was  the  inner- 
most and  holiest  room  in  the  Tabernacle, 
into  which  the  high  priest  alone  entered  on 
one  day  in  each  year  (on  the  Day  of  Atone- 


GOLDKN    CANDLESTICK. 


REVISED  NORMAL  LESSONS. 


59 


ment);  in  form  a  cube  of  fifteen  feet.     It  contained  only  the  Ark  of  the 
Covenant  (Heb.  ix,  3). 

X.  The  Ark  of  the  Covenant  was  a  chest  con- 
taining the  stone  tablets  of  the  Commandments  ;  made 
of  wood,  covered  on  the  outside  and  inside  with  gold  ; 
three  feet  nine  inches  long,  two  feet  three  inches  wide 
and  high.  Through  gold  rings  on  the  sides  were 
thrust  the  staves  by  which  it  was  borne  on  the  march. 
Its  lid,  on  which  stood  two  figures  of  the  cherubim, 
was  called  "the  mercy  seat."  On  this  the  high 
priest  sprinkled  the  blood  on  the  Day  of  Atonement  the  altar  of  incense 
(Exod.  XXV,  17,  18;  Heb.  ix,  7). 


BLACKBOARD  OUTLINE. 


THE   TABERNACLE. 

I.  Cou.  sq.  150.  75.     (Al.  Lav.  Tab.) 

II.  Alt.  woo.  br.  7j,  4J. 
Ill,  Lav.  do.  ten. 
IV.  Tab.  45.  15.  Ms.  cur.     (H.P.  H.H.) 

V.  Ho.  PI.  30.  15.    (Can.  Tab.  Alt.  Inc.) 
VI.  Can.  go,  7.  bran. 
VII.  Tab.  3.  i^,  2j,  12  loa. 
VIII.  Alt.  Inc.  woo.  gol.  i^,  3. 
IX.  Ho.  Hoi.  15.  15.  15.     (Ar.  Cov.) 

X.  Ar.  Cov.  wo.  go.  3.9.  2.3.  "mer.  se." 


REVIEW  QUESTIONS. 

How  was  the  unity  of  the  Is'ra-el-ite  people  maintained  ? 

What  was  the  conception  or  thought  in  the  Tabernacle  ? 

Why  was  it  constructed  of  such  materials  ? 

What  was  the  court  of  the  Tabernacle  ? 

What  were  the  dimensions  of  the  court  ? 

What  stood  in  the  court  ? 

What  were  the  materials  of  the  Altar  of  Burnt  Offerings  ? 

What  was  the  size  of  this  ahar? 

What  was  the  laver,  and  where  did  it  stand  ? 

What  was  the  Tabernacle  itself? 

Into  what  rooms  was  it  divided  ? 

How  was  it  covered  ? 

What  were  the  dimensions  of  the  Holy  Place? 

What  did  the  Holy  Place  contain  ? 

What  was  the  form  of  the  candlestick? 


Bo  REVISED  NORMAL  LESSONS. 


Where  did  the  candlestick  stand  ? 

Of  what  was  the  Altar  of  Incense  made? 

What  were  its  dimensions  ? 

For  what  was  this  altar  used  ? 

What  were  the  dimensions  of  the  Holy  of  Holies? 

What  did  the  Holy  of  Holies  contain  ? 

Who  alone  entered  this  room,  and  how  often  ? 

What  was  the  Ark  of  the  Covenant  ? 

What  was  the  "  mercy  seat  ?  " 


LESSON  XIX.    THE  TEMPLE. 

1.  After  the  Is'ra-el-ites  had  become  a  settled  people,  and  had  been 
organized  into  a  kingdom,  the  Tabernacle  grew  into  a  Temple,  figuring 
the  palace  of  Jehovah. 

2.  The  first  Temple  was  built  by  Sol'o-mon,  on  Mount  Mo'riah,  about 
one  thousand  years  before  Christ.  This  was  destroyed  by  Neb'u-chad- 
nez'zar,  B.  C.  587,  but  rebuilt  under  Ze-rub'ba-bel  and  finished  B.  C.  515. 
This  became  dilapidated,  and  its  restoration  was  begun  under  Her'od  the 
Great,  B.  C.  20.  It  was  not  fuUy  completed  until  A.  D.  65,  only  five  years 
before  its  final  destruction, 

3.  The  three  Temples  were  according  to  the  same  general  plan,  but 
differing  in  details.  The  last  Temple,  standing  in  the  time  of  Christ,  is 
the  one  of  which  we  know  the  most,  and  the  one  which  we  describe 
briefly. 

I.  The  Court  of  the  Gentiles  was  a  quadrangle,  about  one  thousand 
feet  on  each  side  (nine  hundred  and  ninety  north,  one  thousand  east,  nine 
hundred  and  ten  south,  one  thousand  and  sixty  west).  North  was  the  tower 
of  An-to'ni-a  ;  east,  the  valley  of  the  Kid'ron  ;  south,  the  district  O'phel ; 
west,  the  valley  of  the  Ty-ro'poe-on,  and,  beyond  it,  Mount  Zi'on.  On  the 
eastern  wall  rose  a  corridor,  Sol'o-mon's  Porch  ;  on  the  southern,  another, 
Her'od's  Porch.  It  was  paved  with  marble,  and  on  its  open  space  was  a 
market.  It  had  six  gates,  one  each  on  north,  east,  and  south,  and  three  on 
the  west,  leading  to  the  city.  Into  this  court  Gen'tiles  were  permitted  to 
enter.    (See  allusions  in  Acts  xxi,  29  ;  iii,  II  ;  John  ii,  14-16). 

II.  The  Chel  [pronounced  AV/],  or  Sacred  Inclosure,  occupied  the 
northwest  corner  of  the  Court  of  the  Gen'tiles.  It  was  a  raised  platform, 
containing  the  sacred  buildings,  eight  feet  above  the  level  of  the  court, 
measuring  six  hundred  and  thirty  feet  from  east  to  west  by  three  hundred 
from  north  to  south.  Its  outer  wall  was  a  lattice  in  stone,  called  Soreg, 
"interwoven,"  containing  inscriptions  in  many  languages,  warning  Gen'tiles 
not  to  enter  on  pain  of  death  (Acts  xxi,  28,  29).      This  Chel  was  a  terrace 


REVISED  NORMAL  LESSONS. 


61 


twenty-four  feet  wide,  around  an  inner  wall  from  forty  to  sixty  feet  high. 
It  was  entered  by  nine  stairways,  four  on  the  north,  one  on  the  east,  and 
four  on  the  south. 

III.  The  Court  of  the  Women  occupied  the  eastern  end  of  the  Sacred 


THE  TEMPLE 


THE  TOWER  OF  ANTONIA 

..9l".^I?.  Cloister         GaTe" 


CHEL  OR  SACRED  ENCLOSURE 


elate 


COURT  OF  THE   GENTILES 


Underground 
Entrance 


Bridge 


HEROD'S    PORCH 


Inclosure.  It  was  a  square,  two  hundred  and  forty  feet  on  each  side  ;  its 
floor  three  feet  higher  than  the  platform  of  the  Chel;  surrounded  by  high 
walls ;  entered  by  four  gates,  one  on  each  side.     The  one  on  the  east  was 


6S  REVISED  NORMAL  LESSONS. 

the  Gate  Beautiful  (Acts  iii,  2),  that  on  the  west  the  Gate  Ni-ca'nor.  The 
court  was  open  to  the  sky,  as  were  also  the  four  rooms,  one  in  each  corner, 
each  sixty  feet  square.  The  one  on  the  northwest  was  used  for  the  cere- 
mony of  cleansing  the  leper  (Matt,  viii,  4) ;  northeast  for  storage  of  wood ; 
southeast,  for  the  ceremonies  of  the  Naz'a-rite's  vow  (Acts  xxi,  23-26) ; 
southwest,  for  the  storage  of  oil.  The  court  had  a  gallery  from  which 
women  could  view  the  sacrifices  ;  hence  its  name.  It  was  also  called  "  the 
Treasury,"  from  the  gift  boxes  fastened  upon  its  walls  (Mark  xii,  41,  42; 
John  viii,  20). 

IV.  The  Court  of  Is'ra-el,  or  Men's  Court,  occupied  the  western  end 
of  the  Chel,  and  was  a  corridor  surrounding  the  Court  of  the  Priests.  It 
was  ten  feet  higher  than  the  level  of  the  Women's  Court ;  three  hundred 
and  twenty  feet  long  from  east  to  west,  and  two  hundred  and  forty  from 
north  to  south.  The  corridor  was  sixteen  feet  wide  on  the  north  and 
south,  and  twenty-four  feet  on  the  east  and  west.  It  was  the  place  where 
the  men  stood  to  witness  the  sacrifices.  Its  outer  wall  was  thick  and  high; 
within  it  was  separated  from  the  Court  of  the  Priests  by  a  railing.  It  had 
three  gates  on  the  north,  one  on  the  east,  and  three  on  the  south.  On  the 
southeastern  corner  was  the  meeting  room  of  the  San'he-drim,  or  Great 
Council  of  the  Jews. 

V.  The  Court  of  the  Priests  was  a  platform  within  the  Court  of 
Is'ra-el,  raised  three  feet  above  it  ;  about  two  hundred  and  eighty  feet  long 
by  two  hundred  wide.  Upon  it  stood  the  Altar,  the  Laver,  and  the  Tem- 
ple building.  The  Altar  probably  stood  on  the  rough  rock  which  lies 
under  the  dome  of  the  Mosque  of  O'mar  and  gives  its  name  "  The  Dome 
of  the  Rock"  to  the  building. 

"VI.  The  Temple  building,  or  House  of  the  Lord,  consisted  of  four 
parts. 

1.  The  Porch  was  the  vestibule  in  front,  forming  a  tower  one  hundred 
and  twenty  feet  high. 

2.  The  Holy  Place  was  thirty  feet  wide  and  sixty  feet  long,  having  each 
of  its  dimensions  double  those  in  the  Tabernacle,  and  containing  the 
Candlestick,  the  Table,  and  the  Altar  of  Incense. 

3.  The  Holy  of  Holies  was  a  cube  of  thirty  feet  on  each  side,  separated 
from  the  Holy  Place  by  a  double  veil  three  inches  apart.  As  there  was 
no  Ark  of  the  Covenant  it  contained  only  a  block  of  marble,  on  which  the 
blood  was  sprinkled  on  the  Day  of  Atonement. 

4.  The  Chambers  were  rooms  for  the  priests  during  their  service  at  the 
Temple.  They  were  situated  around  the  building,  but  separate  from  it, 
and  were  three  stories  high.  In  one  of  these  rooms  each  priest  lived  in 
turn  for  about  two  weeks  in  each  year. 


RE  VISED  NORMAL  LESSONS.  63 


BLACKBOARD  OUTLINE. 


Tern.     Sol.  i.ooo.    Zer.  536.     Her.  B.  C.  20. 

I.  Cou.  Gen.    1,000.    N.  An.    E.  Val.  Ked.    S.  Op.    W.  Val. 
Tyr.     Sol.  Por.     Her.  For. 
n.  Chel.     8.    630.     300.    24.     Soreg.     9  Stair. 
HI.  Cou.  Worn.  240.  sq.   4  ga.     4  rooms.    N.  W.  Lep.     N.  E. 

woo.  S.  E.  Naz.  vow.  S.  W.  oil.     Gal.     Treas. 
IV.  Cou.  Isr.     10.     320.     240.     16.     24.     Sanh. 
V.  Cou.  Pri.     3.    275.     200.     Alt.    Lav.     Tem. 
VI.  Tem.  buil.    i.  Por.     120.     Ho.  PI.  30.    60.     Hoi.  Hoi.  30. 


REVIEW  QUESTIONS. 

How  did  the  Tabernacle  become  a  Temple  ? 

Name  the  three  Temples,  their  builders,  and  the  date  of  each. 

Name  the  six  parts  of  the  Temple  in  the  time  of  Christ. 

What  was  the  form  of  the  Court  of  the  Gen'tiles? 

Give  the  boundaries  of  this  court. 

What  two  porches  stood  beside  it  ? 

How  many  gates  did  it  have,  and  where  were  they  ? 

What  was  the  name  of  the  court,  or  sacred  inclosure,  within  that  of  the  Gen'tiles  f 

What  were  its  dimensions  ? 

What  was  the  character  of  this  court  ? 

What  entrances  led  to  it  ? 

Who  were  excluded  from  it? 

Locate  and  describe  the  Court  of  the  Women. 

How  was  it  entered  ? 

What  rooms  were  in  its  corners  ? 

By  what  other  name  was  it  called? 

Why  was  it  called  the  ''Court  of  the  Women?" 

What  court  was  next  to  that  of  the  women  ? 

Describe  this  court. 

How  was  it  separated  from  the  other  courts? 

What  stood  in  one  of  its  corners  ? 

What  was  the  Court  of  the  Priests? 

What  were  its  dimensions  ? 

What  stood  in  this  court  ? 

Where  did  the  altar  stand  ? 

Name  the  four  parts  of  the  Temple  building. 

Describe  the  porch  of  the  Temple. 

Describe  ths  Holy  Place. 

Describe  the  Holy  of  Holies. 

What  took  the  place  of  the  Ark  id  this  Temple? 

Pescribe  th^  chambers, 


6^  RF.  VISED  NORMAL  LESSONS. 


LESSON  XX.     THE  SYNAGOGUE. 

The  synagogue  forms  an  important  link  between  the  Church  of  the 
Old  Testament  and  that  of  the  New,  and  greatly  aided  in  preparing  the 
way  for  the  Gospel. 

I.  Its  Origin.  The  synagogue  arose  during  the  captivity,  when  the 
Temple  was  in  ruins  and  the  sacrifices  were  in  abeyance.  In  the  land  of 
t:aptivity  the  people  of  God  met  for  worship  and  fellowship,  and  out 
of  their  meeting  grew  the  synagogue,  a  word  meaning  "  a  coming  to- 
gether." It  is  believed  that  the  institution  was  organized  as  a  part  of  the 
Jewish  system  by  Ezra,  B.  C.  440. 

II.  Its  Universality.  There  was  but  one  temple,  standing  on  Mount 
Mo-ri'ah,  and  only  those  who  journeyed  thither  could  attend  its  services. 
But  the  synagogue  was  in  every  place  where  the  Jews  dwelt,  both  in 
iPal'es-tine  and  throughout  the  world.  Wherever  ten  Jew'ish  heads  of 
families  could  be  found  there  a  synagogue  would  be  established.  There 
■were  four  hundred  and  sixty  synagogues  in  Je-ru'sa-lem  ;  and  every  na- 
tionality of  Jews  had  its  own  (Acts  vi,  9). 

III.  The  Place  of  Meeting.  This  might  be  a  building  erected  for 
the  purpose,  or  a  hired  room,  or  even  a  place  in  the  open  air  (Acts  xvi,  13). 
This  meeting  place  was  employed  for  secular  as  well  as  religious  uses. 
Courts  were  held  in  it,  and  sentence  was  administered  (Acts  xxii,  19), 
and  sometimes  a  school  for  teaching  the  law  was  held  in  it.  Thus  the 
synagogue  became  a  center  of  local  influence. 

IV.  Its  Arrangement.     Every  ancient  synagogue  contained  : 

1.  An  ''ark,"  which  was  the  chest  for  the  sacred  rolls,  and  stood  in  the 
end  of  the  building  toward  Je-ru'sa-lem. 

2.  Chief  seats,  elevated,  near  and  around  the  "ark,"  for  the  elders  and 
leading  men  (Matt,  xxiii,  t). 

3.  A  desk  for  the  reader  standing  upon  a  platform, 

4.  Places  for  the  worshipers,  carefully  graded  according  to  rank,  the 
Gen'tile  visitors  having  seats  near  the  door  of  entrance. 

5.  A  lattice  gallery  where  women  could  worship  without  being  seen. 

V.  Its  Officers.     These  were  : 

I.  Three  riders  of  the  synagogue,  who  directed  the  worship,  managed 
the  business  details,  and  possessed  a  limited  judicial  authority  over  the 
Jews  in  the  district  (Mark  v,  22  ;  Acts  jciii,  15).  One  of  these  was  the 
presiding  officer,  and  called  "  the  ruler." 


REVISED  NORMAL  LESSONS.  63 

2.  The  chazzan  (Luke  iv,  20,  "the  minister"),  who  united  the  func- 
tions of  clerk,  schoolmaster,  sexton,  and  constable  to  administer  sentence 
on  offenders. 

3.  ThQ  batlani/n,  "  men  of  ease,"  seven  men  who  were  chosen  to  act 
as  a  legal  congregation,  were  pledged  to  be  present  at  the  regular  services, 
and  sometimes  received  a  small  fee  for  being  present. 

VI.  Its  Services.  These  were  held  on  Saturday,  Monday,  and  Thurs- 
day, and  were  conducted  by  the  members  in  turn,  several  taking  part  in 
each  service.     They  consisted  of: 

1.  Forms  of  prayer,  conducted  by  a  leader,  with  responses  by  the  wor- 
shipers. 

2.  Reading  of  selections  from  the  law  and  the  prophets,  according  to 
an  appointed  order  (Acts  xv,  21).  The  reading  was  in  Hebrew,  but  it 
was  translated,  verse  by  verse,  into  the  language  of  the  people,  whether 
Greek  or  Aramaic. 

3.  Exposition  or  comment  upon  the  Scripture,  in  which  any  member 
might  take  part  (Luke  iv,  20,  21  ;  Acts  xiii,  15,  16). 

VIL  Its  Influence.  It  is  easy  to  perceive  how  widely  and  how 
powerfully  the  results  of  such  an  institution  would  reach. 

1.  It  perpetuated  the  worship  of  God  and  united  the  worshipers. 

2.  It  supplied  a  more  thoughtful  and  spiritual  worship  than  the  elab- 
orate ritual  of  the  Temple. 

3.  It  promoted  the  study  of  the  Old  Testament  Scriptures  and  made 
them  thoroughly  familiar  to  every  Jew. 

4.  It  attracted  the  devout  and  intelligent  among  the  Gen'tiles,  many 
of  whom  became  worshipers  of  God,  and  were  known  as  "proselytes  of 
the  gate  "  (Acts  x,  i,  2). 

VIII.  Its  Preparation  for  the  Gospel.  It  is  evident  that  the 
apostles  and  early  Christian  teachers  were  greatly  aided  by  the  synagogue. 

1.  It  furnished  3.  place ;  for  everywhere  the  Church  began  in  the  syna- 
gogue, even  though  it  soon  left  it  (Acts  xiii,  5  ;  xviii,  4 ;  xix,  8). 

2.  It  prepared  a.  people  ;  for  the  synagogue  was  attended  by  the  earnest 
and  thoughtful,  both  of  Jews  and  Gen'tiles,  who  were  thus  made  ready 
for  the  higher  truths  of  the  Gospel  (Acts  xiii,  42,  43). 

3.  It  supplied  a  plan  of  service  ;  for  it  is  evident  that  the  early  Chris- 
tian worship  was  modeled,  not  on  the  ritual  of  the  Temple,  but  on  the 
simpler  forms  of  the  synagogue. 

4.  It  gave  a  system  of  organization ;  for  the  government  of  the 
early  Church  was  similar  to,  and  doubtless  suggested  by,  that  of  the  syna- 
gogue. 


66  REVISED  NORMAL  LESSONS. 

BLACKBOARD  OUTLINE. 

I.  Ori,     Cap.     Ez.     B.  C.  440. 

II.  Univ.     10  fam.     460  Jei. 

III.  PI.  Meet.     Buil.,  room,  open.  sec.  rel.  sch. 

IV.  Arr.     I.  Ark.     2.   Ch.  se.     3.    Des.     4.    Pla.  wor.     5.   Lat. 

gal. 
V.  Off.     I.  Rul.     2,  Chaz.     3.  Ball. 
VI.  Serv.     I.  Pr.     2.  Re.     3.  Exp. 
VII.   Inf.     I.    Per.  wor.     2.  Tho.    wor.     3.    St.  O.  T.     4.    Dev. 

Gen. 
VIII.  Prep.  Gosp.     i.  PI.     2.  Peo.     3.  Ser.     4.  Org. 


Between  what  two  institutions  was  the  synagogue  a  link,  of  connection  ? 

How  did  the  synagogue  originate  ? 

Who  gave  it  definite  organization  ? 

Wherein  did  it  differ  in  location  from  the  Temple  ? 

Where  were  synagogues  formed  ? 

How  many  were  in  Je-ru'sa-lem  ? 

What  buildings  and  places  were  used  for  the  service  of  the  synagogue? 

To  what  secular  uses  also  were  these  put  ? 

What  were  the  arrangements  of  the  synagogue  ? 

Where  did  the  women  worship  ? 

What  was  the  "  ark  "  in  the  synagogue  ? 

Who  were  the  officers  of  the  synagogue? 

Who  was  the  chazzan  ? 

Who  were  the  batlanim  ? 

What  were  the  services  of  the  synagogue  ? 

What  influence  did  the  synagogue  exert? 

Whom  did  the  synagogue  benefit  outside  of  the  Jews? 

How  did  the  synagogue  prepare  the  way  for  the  Gospel? 


LESSON  XXI.     THE  SACRED  YEAR. 

I.  Among  the  Is'ra-el-ites  were  certain  institutions  of  worship  observed 
at  regular  intervals  of  time,  and  have  been  called  The  Periodical  Insti- 
tutions.    These  were: 

I.  The  Sabbath,  observed  one  day  in  seven  ;  of  which  the  root-idea  is 
the  giving  to  God  a  portion  of  our  time.  See  references  in  the  Old  Testa- 
ment: Gen.  ii,  3;  Exod.  xx.  8-1 1  ;  Isa.  Ivi,  2;  Iviii,  13.  In  the  New 
Testament  we  find  the  first  day  of  the  week  gradually  taking  its  place 
among  the  early  Christians  (Acts  xx,  7 ;  I  Cor.  xvi,  2  ;  Rev.  i,  10). 


REVISED  NORMAL  LESSONS.  67 

2.  The  New  Moon,  which  was  the  opening  day  of  each  month  ;  regarded 
as  a  sacred  day,  and  celebrated  with  religious  services  (Num.  x,  lO ; 
2  Kings  iv,  23). 

3.  The  Seven  Annual  Solemnities,  the  important  occasions  of  the 
year,  six  feasts  and  one  fast  day. 

4.  The  Sabbatical  Year.  One  year  in  eveiy  seven  was  observed  as  a 
year  of  rest,  and  the  ground  was  left  untilled  (Lev.  xxv,  2-7). 

5.  The  Year  of  Jubilee.  Once  in  fifty  years  the  Is'ra-el-ites  were  com- 
manded to  give  liberty  to  slaves,  freedom  to  debtors,  and  general  restitution 
of  alienated  inheritances  (Lev.  xxv,  9,  10). 

II.   We  take  for  special  notice  among  these  periodical  institutions  the 
seven  annual  solemnities  of  the  Sacred  Year. 
These  may  be  classified  as, 

1.  The  Three  Great  Feasts,  Passover,  Pentecost,  and  Tabernacles  ; 
all  observed  at  the  capital,  and  requiring  the  people  to  make  annual  pil- 
grimages to  Je-ru'sa-lem. 

2.  The  Annual  Fast,  the  Day  of  Atonement. 

3.  The  Three  Lesser  Feasts,  Trumpets,  Dedication,  Purim.  These 
were  observed  throughout  the  land,  as  well  as  at  Je-ru'sa-lem. 

With  regard  to  each  of  these  we  will  note:  I.  Its  time.  2.  The  event 
which  it  commemorated.     3.   How  it  was  observed. 

1.  The  Feast  of  Passover  (Luke  xxii,  i). 

(a)  Was  held  in  the  spring,  on  the  fourteenth  of  the  month  Abib  or 

Nisan,  corresponding  to  parts  of  March  and  April  (Exod.  xii,  18). 
{i)  Commemorated  the  exodus  from  E'gypt  (Exod.  xii,  42). 

(c)  Observed  with  the  eating  of  unleavened  bread  and  the  slain  lamb 
(Exod.  xii,  19-21). 

2.  The  Feast  of  Pen'te-cost  (Acts  ii,  i). 

(a)  Was  held  early  in  the  summer,  on  the  fiftieth  day  after  Passover, 
in  the  month  Sivan,  corresponding  to  May  and  June. 

(3)  Commemorated  the  giving  of  the  law.*     See  Exod.  xix,  i,  11. 

{c)  Observed  by  "  first  fruits"  laid  on  the  altar,  with  special  sacrifices 
(Lev.  xxiii,  15-21). 

3.  The  Feast  of  Tabernacles  (John  vii,  2.  10). 

(a)  Held  in  the  fall,  after  the  ingathering  of  crops,  from  the  15th  to  21st 
of  seventh  month  Ethanim,  corresponding  to  September  and  Octo- 
ber (Lev.  xxiii,  34). 

(d)  Commemorated  the  outdoor  life  of  the  wilderness  (Lev.  xxiii,  43). 
(c)  Observed  by  living  in  huts    or  booths,  and  by  special  sacrifice^ 

(Lev.  xxiii,  35-42). 

*  According  to  Josephus  ;  the  fact  is  not  stated  in  the  Bible. 


REVISED  NORMAL  LESSONS. 


4.  The  Day  of  Atonement,  the  only  fast  required  by  the  Jew'ish  law_ 
{a)  Held  in  the  fall,  on  the  tenth  day  of  the  month  Ethanim  (Lev.  xxiii, 

27),  five  days  before  the  Feast  of  Tabernacles. 
{b)  Showing  the  sinner's  reconciliation  with  God. 
(c)  On  this  da^  only  in  the  year  the  high  priest  entered  the  Holy  of 

Holies  (Exod,  xxx,  10). 

5.  The  Feast  of  Trumpets. 

{a)  Held  on  the  first  day  of  the  seventh  month  Ethanim,  correspond- 
ing to  September  or  October  (Lev.  xxiii,  24). 
{b)  This  feast  recognized  the  "  New  Year  Day  "  of  the  civil  year.* 
(c)  It  was  observed  with  the  blowing  of  trumpets  all  through  the  land- 

6.  The   Feast  of  Dedication ;   not   named   in  the   Old  Testament. 
See  John  x,  22. 

{a)  This  was  held  in  the  winter,  on  the  25th  of  the  month  Chisleu  (or 

December),  and  for  eight  days  thereafter. 
{b)  It  commemorated  the  reconsecration  of  the  Temple  by  JuMas 

Mac'ca-be'us,  B.  C.  166,  after  its  defilement  by  the  Syr'i-ans. 
{c)  It  was  observed  by  a  general  illumination  of  Je-ru'sa-lem ;  hence 

often  called  "  the  feast  of  lights." 

7.  The  Feast  of  Pu'rim,  not  named  in  the  New  Testament,  unless  it 
be  referred  to  in  John  v,  i. 

{a)  Held  in  the  early  spring,  14th  and  15th  of  month  Adar — March 

(Esther  ix,  21). 
{b)  Commemorating  Queen  Es'ther's  deliverance  of  the  Jew'ish  people 

(Esther  ix,  22-26). 
{c)  Observed  with  general  feasting  and  rejoicing. 

BLACKBOARD  OUTLINE. 


I.  Per.  Inst.     i.  Sab.     2.  Ne.  Mo.     3.  Sev.  Ann.  Sol. 
4.  Sab.  Ye.     5-  Ye.  Jub. 
II.  Sac.  Yea. 

f  I.  Pass.  spr.  ex.   Eg.  sla.  la. 

1.  Gr.    Fe.  \  2.  Pen.  sum.  giv.  la.  fir.  fru. 

(  3.  Tab.   fal.  lif.  wil.  liv.  huts. 

2.  Ann.  Fa.     4.  Day  At.  fal.  sin.   rec.  pr.   H.  Hoi. 

5.  Trum.   fal.  N.  Ye.  bl.  trum. 

6.  Ded.   win.  rec.  Tem.  ill.  Jer. 

7.  Pur.  spr.  Esth.  del.  fea.  rej. 


*  The  ecclesiastical  year  began  with    the  month  Abib  or  Nisan  in  the  spring ;  the 
civil  year  with  the  month  Ethanim  in  the  fall. 


REVISED  NORMAL  LESSONS. 


REVIEW  QUESTIONS. 

What  is  meant  by  "  periodical  institutions?" 

Name  the  five  general  periodical  institutions  of  the  Is'ra-el-ites. 

What  did  the  Sabbath  commemorate  ? 

What  were  the  new  moons  ? 

How  many  times  in  the  year  were  observed  by  the  Is'ra-el-ites  ? 

What  was  the  Sabbatical  Year  ? 

What  was  the  Year  of  Jubilee? 

Name  the  three  great  feasts. 

When  was  each  great  feast  observed  ? 

What  did  each  feast  commemorate  ? 

How  was  each  feast  observed  ? 

What  took  place  on  the  Day  of  Atonement f 

What  did  the  Day  of  Atonement  represent? 

What  were  the  three  lesser  feasts  ? 

When  was  each  observed  ? 

What  did  each  lesser  feast  commemorate? 

How  were  these  feasts  observed  ? 


LESSON  XXII.    REVIEW  OF  BIBLE  INSTITUTIONS. 

L  Name  four  great  institutions  preparatory  to  the  Church. 

II.  Concerning  the  Altar,  state:  I.  Its  use  in  ancient  religions;  2.  What 
is  known  as  to  its  origin  ;  3.  Its  material ;  4.  Its  idea  ;  5.  Its  prophetic 
purpose. 

III.  Name  the  five  offerings  among  the  Is'ra-el-ites. 

IV.  State  concerning  each  offering :  i.  What  it  represented  ;  2.  Of 
what  it  consisted  ;  3.  What  was  done  with  it. 

V.  Show  how  the  Altar  grew  into  the  Tabernacle. 

VI.  State  the  various  parts  of  the  Tabernacle,  its  court  and  contents. 

VII.  Name  the  three  Temples,  who  built  them,  and  what  became  of 
them. 

VIII.  Describe  the  courts  of  Her'od's  Temple, 

IX.  Name  the  various  parts  of  the  Temple  building,  their  dimensions 
and  uses. 

X.  State  concerning  the  Synagogue :  i.  Its  origin;  2.  Its  locality; 
3.  The  building  or  place  of  meeting  ;  4.  Its  arrangements  ;  5.  Its  officers  ; 
6.  Its  services  ;  7.   Its  influence;  8.   Its  preparation  for  the  Gospel. 

XI.  Name  and  describe  "  the  periodical  institutions"  of  the  Old  Testa- 
ment. 

XII.  Name  and  describe  the  three  great  Feasts  of  the  Jews. 

XIII.  Explain  the  annual  fast  of  the  Jews. 

XIV.  Name  and  explain  the  three  lesser  feasts. 


70  RE  VISED  NORMAL  LESSONS. 

PART  V. 

ON"  THE  SUNDAY  SCHOOL. 


LESSON  XXIII    THE  HISTORY  OF  THE  SUNDAY  SCHOOL. 

LESSON  XXI\  THE  DEFINITION  OF  THE  SUNDAY 
SCHOOL. 

LESSON  XXV.    THE  SUNDAY  SCHOOL  AND  THE  HOME. 

LESSON  XXVI.  THE  SUNDAY  SCHOOL  AND  THE  CHURCH. 

LESSON  XXVII.  THE  ORGANIZATION  OF  THE  SUNDAY 
SCHOOL. 

LESSON  XXVIII.  THE  HOME  DEPARTMENT. 


LESSON  XXin,  THE  HISTORY  OF  THE  SUNDAY  SCHOOL. 

Every  permanent  institution  is  an  evolution,  the  gradual  unfolding  and 
development  of  a  germ,  not  a  sudden  creation  of  a  new  type.  That  which 
is  destined  to  endure  in  the  future  is  sure  to  have  its  origin  in  the  past. 

The  Sunday  school  is  not,  as  many  suppose,  a  modern  institution,  a  lit- 
tle more  than  a  century  old.  Its  germ  was  in  the  world,  living  and  active, 
more  than  three  thousand  years  ago,  and  it  has  from  age  to  age  developed 
in  varied  forms. 

The  germ  of  the  Sunday  school  does  not  consist  in  its  meeting  on  any 
especial  day,  nor  in  its  organization  into  classes,  nor  in  its  name.  It  con- 
sists in  the  gathering  together  of  people,  young  and  old — but  especially  of 
the  young — for  the  study  of  the  word  of  God. 

I.  There  was  a  Sunday  school,  in  these  essential  elements,  among  the 
ancient  Israelites.  We  find  allusions  to  them  in  the  earlier  ages  (Gen. 
xviii,  19  ;  Deut.  vi,  6-9)  ;  during  the  period  of  the  kingdom  (2  Chron. 
XV,  3  ;  xvii,  7-9) ;  after  the  return  from  captivity  (Neh.  viii,  1-8).  The 
ancient  Jewish  writings,  outside  of  the  Bible,  are  full  of  references  to 
these  schools  for  instruction  in  the  Scriptures. 

II.  There  was  a  Sunday  school  in  the  early  Christian  Church.  We 
find  in  the  New  Testament  a  distinction  made  between  preaching,  or  "her. 
aiding,"  and  teaching,  which  is  the  work  of  the  Sunday  school  (Matt 
xxviii,  19;  Acts  ii,  42,  Rev.  Ver.;  xi,  26  ;  xiii.  i;  xxviii,  30,  31 ;  2  Tim, 
ii,  2;  iii,  15). 

III.  There  were  Sunday  schools  at  the  time  of  the  Reformation.  The 
reformers  prepared  catechisms,  embodying  the  doctrines  of  the  faith,  for 


REVISED  NORMAL  LESSONS. 


teaching  in  classes.  One  reason  why  the  Sunday  school  was  not  empha- 
sized by  the  Protestant  reformers  was  that  in  all  the  schools  established  by 
them,  notably  in  Scotland,  the  Bible  was  one  of  the  principal  te'xt-books 
in  the  week-day  instruction. 

IV.  There  was  a  revival  of  Sunday  school  instruction  in  the  eighteenth 
century.  There  are  authenticated  instances  of  Sunday  schools  in  Amer- 
ica, if  not  in  England,  as  early  as  1674 ;  but  the  modern  movement  dates 
from  the  establishment  of  a  Sunday  school  in  Gloucester,  England,  by 
Robert  Raikes,  in  July,  1780.  An  account  of  this  was  published  by  Raikes 
in  his  own  newspaper,  was  widely  read,  and  was  generally  followed  by 
the  establishment  of  Sunday  schools.  In  1787  there  were  two  hundred 
and  fifty  thousand  pupils  in  the  Sunday    scliols  of  Great  Britain. 

V.  A  great  advance  in  the  aims  and  methods  of  the  Sunday  school  be- 
gan with  the  International  Lesson  System,  which  was  instituted  in 
1872,  though  the  study  of  the  Bible  in  course  did  not  begin  until  1873.  In 
"the  Robert  Raikes  school"  reading,  writing,  and  the  catechism  formed 
the  principal  instruction.  Later  the  practice  of  memorizing  detached  por- 
tions of  Scripture  was  introduced.  With  the  International  Lessons  the 
Sunday  schools  began  the  systematic  study  of  the  Bible  in  selected  para- 
graphs, and  this  is  at  the  present  time  the  principal  work  of  the  school. 
There  should  be  in  every  Sunday  school  a  "supplemental  lesson"  taught, 
to  give  general  knowledge  of  the  Bible,  its  books,  its  history,  and  its  sys- 
tematic teachings. 

N.  B. — Those  who  would  like  to  investigate  this  subject  more  fully  will 
find  a  full  statement  of  the  history  of  the  Sunday  school  in  Yale  Lectures 
on  the  Sunday  School,  by  H.  C.  Trumbull,  and  in  The  Church  School,  by 
J.  H.  Vincent.  The  history  of  the  International  Lessons  is  given  in  The 
Lesson  System,  by  Simeon  Gilbert. 


BLACKBOARD  OUTLINE. 


4l 

-* 

II. 
III. 

IV. 
V. 

* 

S.  S.  am.   anc.  Isr.  early ;  kgdm.  ret. 

S.  S.  Ear.  Ch.  "  teach." 

S.  S.  in  Ref.  "catech." 

S.  S.  xviii.     Ro.  Rai.  1780. 

In.  Les.  Sys.  1872.  par.  supp.  less. 

REVIEW  QUESTIONS. 
Wherein  is  the  Sunday  school  an  evolution  ? 
How  early  was  it  in  existence  ? 
What  is  the  germ  of  the  Sunday  school  ? 


kEVlSED  NORMAL  LESSONS. 


What  is  said  of  the  Sunday  school  among  the  ancient  Israelites  ? 

What  was  the  teaching  in  the  early  Church  ? 

What  took  the  place  of  the  Sunday  school  in  the  time  of  the  Reformation  ? 

What  movement  took  place  in  the  eighteenth  century  ? 

Who  founded  the  modern  Sunday  school  ? 

What  is  the  latest  development  of  Sunday  school  instruction? 

What  is  the  supplemental  lesson,  and  why  should  it  be  pursued? 


LESSON  XXIV.     THE   DEFINITION  OF    THE   SUNDAY 
SCHOOL. 

The  Sunday  school  teacher  needs  to  understand  the  principles  and  plans 
of  the  institution  wherein  he  is  a  worker. 

I.  Therefore  we  present  the  Definition  of  the  Sunday  school  as  given 
by  Dr.  J.  H.  Vincent. 

1.  The  Sunday  school  is  a  department  of  the  Church  of  Christ, 

2.  In  which  the  word  of  Christ  is  taught, 

3.  For  the  purpose  of  bringing  souls  to  Christ, 

4.  And  of  building  up  souls  in  Christ. 

(This  definition  should  be  committed  to  memory  by  every  student ;  and  that  it  may  be 
memorized  more  easily  it  is  printed  in  the  form  of  four  paragraphs.  Let  it  be  written 
upon  the  board,  one  sentence  at  a  time,  in  catchwords  or  initial  syllables,  as  in  the 
blackboard  review  at  the  end  of  the  lesson  ;  and  let  it  be  drilled  and  reviewed  until  every 
member  of  the  class  can  repeat  it  correctly.) 

II.  Let  US  examine  this  definition  more  closely  and  develop  its  mean- 
ing.    From  it  we  learn  : 

1.  That  the  Sunday  school  is  a  department  of  the  Church  of  Christ. 
It  is  not  an  irresponsible,  voluntary  institution  ;  it  is  neither  a  social  club 
nor  a  literary  society.  It  is  connected  with  the  Church  of  Christ,  is  re- 
sponsible to  the  Church,  and  under  the  Church's  fostering  care. 

2.  That  the  Sunday  school  is  a  school.  It  is  not  a  service  or  a  public 
meeting.  It  adopts  the  teaching  method,  not  the  lecture  method;  is  there- 
fore divided  into  classes  of  varied  grade,  and  employs  the  services  of 
teachers  to  instruct  its  scholars. 

3.  That  it  is  a  Sunday  school,  meeting  on  the  Lord's  Day.  Hence  its 
exercises  should  be  appropriate  to  the  day  consecrated  to  the  service  of 
Christ;  and  especially  its  lessons  should  be  in  sacred,  not  secular,  subjects, 
and  its  teaching  should  be  reverent  and  spiritual. 

4.  That  it  teaches  the  word  of  Christ.  It  has  but  one  text-book, 
the  Holy  Scriptures ;  and  it  seeks  to  teach  them  both  the  Old  Testament 
and  the  New  as  the  word  of  Christ,  that  is  the  revelation  of  Jesus  as  the 


J^E  VISED  NORMAL  LESSONS.  IS 

Redeemer  of  the  world.  If  it  deals  with  Bible  history,  or  Bible  geography, 
or  Bible  institutions  it  shows  the  truth  concerning  Christ  which  dwells  in 
them. 

5.  That  it  has  a  purpose  in  its  teaching.  It  instructs,  but  not  for  the 
sake  of  instruction  merely.  It  aims  first  of  all  to  bring  souls  to  Christ, 
to  make  its  pupils,  young  and  old,  disciples  of  Christ.  But  its  work  is  not 
ended  when  its  pupils  are  converted  and  churched  ;  for  then  begins  the 
more  important  work  of  building  up  souls  in  Christ,  the  process  of 
spiritual  education,  the  leading  out  of  the  souFs  powers,  and  the  develop- 
ment of  a  complete  Christian  character. 

BLACKBOARD  OUTLINE. 

The  Sunday  School. 
I.  Def.     I.  S.  s.  dep.  Ch.  Chr. 

2.  In  wh.  wo.  Chr.  tau. 

3.  For  pur.  bring,  so.  to  Chr. 

4.  And  of  bui.  up  s.  in  Chr. 
II.  Mean.     i.  Dep.  Chu.  Chr.    2.  Sch.    3.  Sun.  sch.    4.  Tea.  wo. 

Chr.     5.    Pur.  (i)  Br.  so.  to  Chr.     (2)   Bui.  up  so.  in  Chr. 


REVIEW  QUESTIONS. 

What  principles  and  plans  does  the  Sunday  school  worker  need  to  understand  ? 

Can  you  tell  why  he  needs  to  understand  them  ? 

State  the  definition  of  the  Sunday  school. 

Of  what  is  the  Sunday  school  a  part  ? 

What  does  this  relation  involve  ? 

What  does  the  name  Sunday  school  involve  ? 

What  is  involved  in  the  name  Sunday  school? 

What  is  the  first  aim  of  the  Sunday  school  with  respect  to  its  pupils? 

What  should  the  Sunday  school  do  for  the  scholar  after  he  has  been  converted? 


LESSON  XXV.     THE  SUNDAY  SCHOOL  AND  THE  HOME. 

The  Sunday  school  is  not  the  only  instrumentality,  nor  is  it  the  most  im- 
portant instrumentality  for  the  religious  training  of  the  young.  There  are 
two  other  institutions  which  take  precedence  of  it  in  honor  and  in  influ- 
ence as  forces  for  the  building  up  of  a  Christian  character.  One  of  these 
forces  is  the  home,  the  other  is  the  Church. 

We  consider  the  Relations  of  the  Sunday  school  and  the  Home, 
and  notice  : 


74  RE  VISED  NORMAL  LESSONS. 

I.  The  home  as  compared  with  the  Sunday  school  in  the  religious 
education  of  youth. 

1.  The  home  comes  before  the  Sunday  school.  Education  begins  with 
life  ;  and  the  period  in  life  when  the  most  is  learned  is  the  first  seven  years, 
nearly  all  of  which  are  passed  at  home  under  the  influence  of  the  parents, 
and  especially  of  the  mother.  The  nature  of  the  child  is  fixed  in  a  measure 
before  the  Sunday  school  lays  its  hand  upon  him. 

2.  The  home  is  more  constant  than  the  Sunday  school.  While  the 
pupil  is  in  the  Sunday  school  only  an  hour  of  one  day  in  each  week  he  is 
in  the  home  every  day,  and  a  large  part  of  the  time.  Its  influence,  whether 
conscious  or  unconscious,  is  an  atmosphere  which  he  breathes  continually. 
Its  principles,  its  examples,  its  aims,  all  have  their  constant  effect  upon 
him,  while  the  Sunday  school  enters  into  his  life  only  as  an  occasional 
power  from  without. 

3.  The  home  has  a  controlling  power  which  the  Sunday  school  does 
not  possess.  There  is — or  there  ought  to  be — in  the  home  the  strong  yet 
gentle  hand  of  parental  authority,  such  as  no  teacher  can  exercise.  The 
parent  can  say  "  you  must,"  when  at  best  the  teacher  can  only  say  "  you 
ought." 

Hence  the  Sunday  school  should  never  take  the  place  of  the  home  in 
religious  education  and  the  teaching  of  the  word  of  life. 

II.  What  then  is  the  work  of  the  Sunday  school  in  its  relation  to  the 
home? 

1.  It  can  suggest  the  teaching  in  the  home.  Many  families  find  that 
the  lessons  of  the  Sunday  school  constitute  the  best  course  of  instruction  in 
the  family.  The  "  Home  Readings  "  are  read  at  family  worship  ;  the  course 
is  pursued  by  all  the  members,  and  the  lessons  direct  into  lines  of  special 
study. 

2.  It  can  supplement  the  teaching  in  the  family.  When  the  princi- 
ples and  ideals  of  the  home  are  reenforced  by  a  faithful  Sunday  school 
teacher  there  is  an  added  influence  from  without  to  strengthen  that  from 
within. 

3.  It  can  often  supply  the  lack  of  teaching  in  the  home.  Not  all 
homes  are  places  of  religious  power.  There  are  godless  parents,  worldly- 
minded  parents,  and  unbelieving  parents  whose  homes  are  silent  on  the  most 
important  of  all  themes.  For  these  homes  the  Sunday  school  is  the  only 
substitute,  and  often  it  is  the  only  influence  in  the  training  of  childhood. 

III.  What  can  the  home  do  for  the  Sunday  school  ? 

I.  It  can  prepare  the  scholar  for  the  Sunday  school.  In  every  Chris- 
tian home  the  Sunday  school  lesson  should  be  studied  during  the  week, 
and  the  pupil  fully  prepared  for  his  class. 


REVISED  NORMAL  LESSONS. 


75 


2.  It  can  command  the  attendance  of  the  scholar.  There  would  be 
few  pupils  absent  from  or  late  at  the  Sunday  school  if  the  home  did  its 
duty. 

3.  It  can  organize  a  Home  Department  of  the  Sunday  school  for  those 
who  are  unable  to  attend.  The  Home  Department  is  now  one  of  the  rec- 
ognized institutions  of  the  Sunday  school.  It  consists  of  those  who  are  too 
busy,  too  feeble,  or  too  aged  to  attend  the  school,  yet  are  willing  to  give 
an  hour  to  its  study,  and  are  therefore  enrolled  as  a  "  home  department."  * 


BLACKBOARD  OUTLINE. 


the}; 


COMP.  WITH 
HELPED  BY 
HELPING 


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u. 


I. 

Com.  bef. 

2. 

Const. 

3. 

Cont.  pow. 

I. 

Sugg.  tea. 

2. 

Supp.  tea. 

3- 

Supp.  lac.  tea. 

I. 

Prep.  sch. 

2. 

Com.  att. 

3. 

Org.  Ho.  Dep. 

REVIEW  QUESTIONS. 

What  institutions  take  precedence  of  the  Sunday  school  ? 

Name  three  respects  in  which  the  home  has  an  advantage  over  the  Sunday  school. 

Wherein  does  the  home  have  advantage  in  respect  of  time  of  beginning? 

How  is  the  influence  of  the  home  more  constant  than  that  of  the  school? 

How  is  the  authority  of  the  home  greater  than  that  of  the  school  ? 

What  can  the  Sunday  school  do  to  aid  the  work  of  the  home  ? 

How  may  it  suggest  the  teaching  of  the  home? 

Where  may  the  Sunday  school  supply  the  lack  of  home  training? 

How  can  the  home  help  the  Sunday  school? 

What  is  the  Home  Department  of  the  Sunday  School  ? 


LESSON  XXVL     THE  SUNDAY  SCHOOL  AND  THE  CHURCH. 

We  have  already  stated  that  the  Sunday  school  is  not  an  independent 
organization.  It  is  in  close  connection  with  a  greater  institution — the 
Church.  The  Church  is  the  parent,  the  Sunday  school  is  the  child;  the 
Sunday  school  is  the  branch,  the  Church  is  the  tree. 

I.  Consider  the  Mutual  Needs  of  the  Church  and  the  school. 

I.  The  Church  needs  the  Sunday  school  for  the  completeness  of  its 
being. 

*  This  department  is  now  ofificially  recognized  by  the  Sunday  school  authorities  of  the 
leading  denominations,  and  circulars  are  furnished  by  each  of  the  publishing  houses. 


76  REVISED  NORMAL  LESSONS. 

I.)  It  needs  it  as  its  department  of  Bible  instruction,  and  without  it  in 
some  form  one  important  part  of  tlie  Church's  work  is  left  undone. 

2.)  It  needs  it  to  give  exercise  to  its  members.  There  is  no  better 
development  of  the  Christian  character  than  tliat  which  comes  to  the 
Sunday  school  worker.  He  is  brought  into  the  study  of  the 
word  ;  he  learns  by  teaching  it  to  others ;  he  enters  into  sympathy 
with  youth  ;  and  he  gains  strength  of  character  by  the  use  of  his 
powers. 

3.)  It  needs  it  as  an  evangelizing  agency.     The  vast  majority  of  mem- 
bers enter  the  Church  through  the  Sunday  school,  and  many  of  them 
are  brought  to  Christ  by  it  as  the  direct  instrumentality. 
2.  But   if  the  Church  needs  the  Sunday  school,  the  Sunday  school 
needs  the  Church  still  more. 

I.)  It  needs  the  Church  to  supply  it  with  workers.  Only  Christians 
can  properly  teach  the  Word  of  Life,  and  these  are  in  the  churches. 
Were  there  no  churches  there  could  be  no  Sunday  schools. 

2.)  It  needs  the  Church  to  give  unity  to  its  work.  The  Sunday 
school  which  is  connected  M'ith  no  Church  is  apt  to  have  for  its  work- 
ers the  discontented  members,  the  "  cranks,"  and  those  who  can 
find  "  no  church  good  enough  for  them."  As  a  result  its  work  is 
irregular,  its  teachings  are  apt  to  be  loose,  and  its  results  are  meager. 
It  may  flourish  for  a  time,  but  it  tends  to  disintegration  and  not  to 
unity. 

3.)  It  needs  the  Church  to  foster  its  converts.  Every  living  Sunday 
school  will  win  souls  to  Christ ;  and  these  must  be  gathered  into 
the  Church  for  their  security  and  their  development.  It  is  the 
universal  experience  that  no  Sunday  school  can  take  the  place  of 
the  Church  in  the  care  of  young  Christians.  Hence  the  "  Union 
Sunday  School,"  or  "  undenominational  mission,"  is  an  anomaly. 
Such  a  Sunday  school  may  be  a  necessity  in  small  hamlets  not 
large  enough  to  support  a  church  ;  but  even  there  it  should  be 
regarded  only  as  a  provisional  arrangement,  and  should  be  at- 
tached to  the  Church  as  soon  as  it  is  established.  Union  missions 
in  large  cities  are  abnormal,  and  should  not  be  encouraged  as  per- 
manent institutions.  Every  mission  school  should  be  in  direct  rela- 
tion to  a  Church. 
II.  Consider  the  Mutual  Duties  of  the  Churcli  and  the  Sunday  school. 
I.  The  duties  of  the  Church  to  the  school  are  three,  namely : 

1.)  Sympathy,  that  is,  "  feeling  with."  The  Church  should /<?<?/ ?^zM 
the  school  ;  should  take  an  interest  in  it ;  should  appreciate  its  work 
and  recognize  its  needs. 


REVISED  NORMAL  LESSONS.  77 

S.)  Support.  There  should  be  a  moral  support,  enabling  the  school 
to  rest  upon  the  regard  and  confidence  of  the  Church;  and  there 
should  be  a  financial  support,  the  Church  supplying  liberally  the 
means  of  carrying  forward  the  school. 

3.)  Supervision.  When  the  school  is  left  outside  the  sympathy,  and 
left  without  the  support  of  the  Church,  it  is  apt  to  resent  its  attempt 
at  control.  But  the  Church,  which  bears  the  burdens  of  the  school, 
furnishes  it  with  workers,  and  has  its  affectionate  interest  in  it,  will 
find  its  authority  respected  and  its  wholesome  discipline  regarded  as  a 
privilege. 
2.  On  the  other  hand  there  are  three  duties  of  the  Sunday  school 
toward  the  Church. 

I.)  To  teach  in  harmony  with  its  standards,.  The  teaching  in  the 
class  should  be  in  accordance  with  that  given  from  the  pulpit ;  the 
catechism  or  doctrinal  platform  of  the  Church  should  be  studied  in 
the  school ;  and  all  the  instruction  should  be  in  harmony  with  its 
principles. 

2.)  To  contribute  to  its  power.  The  Church's  power  is  in  its  living 
members,  and  these  should  be  constantly  recruited  through  the 
Sunday  school.  The  school  should  direct  all  its  pupils  toward  the 
Church. 

3.)  To  cooperate  with  its  several  departments.  The  members  of  the 
Sunday  school,  whether  teachers  or  scholars,  should  be  interested  in 
all  the  spheres  of  the  Church's  activity,  should  attend  the  public 
worship,  should  participate  in  the  prayer  meeting,  should  take  part 
in  its  various  activities,  and  should  contribute  to  its  benevolences. 


BLACKBOARD  OUT 

LINE. 

MUT. 

NE. 

Ch.  Ne.  S 
S.  S.  Ne. 

I. 
.   S.  -^  2. 

3- 

c..j|: 

Dep.  ins. 
Ex.  mem. 
Evan.  ag. 

Sup.  wor. 
Un.  wk. 
Fos.  conv. 

MUT.  DUT. 

Ch.  to   S 
Sch.    to 

Hi; 

C..J3; 

Sym. 
Supp. 
Super. 

Har.  Stan. 
Con.  pow. 
Coop.  dep. 

78  REVISED  NORMAL  LESSONS. 


REVIEW  QUESTIONS. 

Of  what  institution  is  the  Sunday  school  a  part? 

What  is  the  relation  between  the  Church  and  the  Sunday  school  ? 

Wherein  does  the  Church  need  the  Sunday  school  ? 

What  are  the  benefits  of  the  Sunday  school  to  those  engaged  In  its  work? 

Why  does  the  Sunday  school  need  the  Church  ? 

What  is  said  of  "  union  schools?  " 

When  is  the  union  school  admissible  ? 

What  are  the  duties  of  the  Church  to  the  Sunday  school  ? 

What  are  the  duties  of  the  Sunday  school  to  the  Church? 


LESSON  XXVII.     THE  ORGANIZATION  OF  THE  SUNDAY 
SCHOOL. 

1.  All  work  in  which  any  considerable  number  of  people  are  united 
must  have  some  form  of  organization  in  order  to  obtain  any  satisfactory 
results, 

2.  Organization  does  not  create  power,  and  the  power  of  a  Sunday 
school  is  not  in  its  form  of  constitution,  but  in  the  energy  of  its  workers. 
But  organization  condenses  power,  directs  energy,  and  gives  unity  to  work. 

3.  Therefore  the  organization  of  the  Sunday  school  is  an  important  sub. 
ject  for  our  consideration. 

I,  We  notice  the  General  Principles  under  which  the  school  should  be 
organized  : 

1.  The  Supervision  of  the  Church.  The  Church  is  the  parent  of  the 
school,  and  should  provide  for  its  organization. 

2.  Harmony  with  its  Denominational  System.  The  ideal  Sunday 
school  is  a  Church  school,  fraternal  toward  all  other  Churches  and  loyal  to 
its  own  Church  in  its  doctrines  and  methods  of  work. 

3.  A  Form  of  Constitution.  There  should  be  a  brief  but  explicit 
statement  of  the  working  plan  of  the  school,  naming  its  objects,  stating  its 
officers,  defining  their  duties,  and  declaring  their  term  of  office  and  method 
of  election. 

II.  We  name  the  Officers  to  be  chosen,  and  suggest  the  method  of  their 
appointment. 

1.  There  should  be  a  Superintendent,  as  the  executive  officer  of  the 
school.  He  should  be  chosen  by  the  teacliers  and  officers,  with  the  approval 
of  the  governing  body  of  the  local  Church  ;  and  when  thus  approved  he 
should  be  ex  officio  a  member  of  that  governing  body. 

2.  There  should  be  an  Assistant  Superintendent  (more  than  one  in  a 
large  school),  to  aid  in  the  management,  especially  in  supplying  substitutes 


REVISED  NORMAL  LESSONS.  79 

for  al)se:U  tcn-licij  r.iul  i.i  aisij^uhij^  new  bchoUrs  lo  clabses.  He  should 
be  nominated  by  the  superintendent,  subject  to  the  approval  of  the  teach- 
ers and  officers. 

3.  There  should  be  a  Secretary,  to  keep  the  records  and  care  for  the 
literature  of  the  school.  He  should  be  nominated  by  the  superintendent, 
and  elected  by  the  teachers  and  officers. 

4.  The  secretary  may  serve  as  Treasurer,  or  one  of  the  teachers  may 
be  elected  to  that  office. 

5.  There  should  be  a  Librarian,  with  power  to  choose  his  assistants, 
subject  to  the  approval  of  the  teachers  and  officers. 

6.  The  Teachers  should  be  carefully  selected  by  the  superintendent, 
approved  by  the  pastor,  and,  after  at  least  a  month  of  trial,  elected  by  the 
body  of  officers  and  teachers. 

The  scholars  should  have  no  votes  in  the  election  of  officers  and  teach- 
ers, though  it  is  well  to  consult  the  senior  classes  in  the  appointment  of 
their  teachers. 

ni.  There  are  five  general  Departments  to  be  recognized  in  the  or- 
ganization of  the  school. 

1.  The  Primary  Department,  embracing  the  smallest  children,  up  to 
the  age  of  eight,  nine,  or  ten  years,  according  to  physical  or  mental  devel- 
opment. Generally,  when  children  are  in  "  the  Second  Reader "  in  the 
week-day  school  they  should  be  promoted  to  the  second  grade  in  the  Sun- 
day school. 

2.  The  Intermediate  Department,  embracing  generally  the  children 
from  nine  to  eleven  years  of  age. 

3.  The  Junior  Department.  This  should  embrace  the  children  from 
eleven  to  sixteen  years  of  age,  though  some  may  remain  a  year  longer,  and 
exceptionally  mature  pupils  may  be  promoted  earlier. 

4.  The  Senior  Department,  embracing  all  who  are  over  sixteen  or 
seventeen  years  of  age.  Some  schools,  desiring  to  give  this  department 
special  recognition,  call  it  "  The  Assembly,"  and  organize  it  as  a  separate 
institution.  It  should  include,  besides  classes  for  young  men,  young 
ladies,  and  elderly  people,  also  the  following  classes : 

I.)  A  Normal  Class,  composed  of  younjr  people  who  study  (instead 
of  the  regular  lesson  or  additional  to  it)  a  course  of  normal  instruc- 
tion, fitting  them  in  due  time  to  become  teachers. 

2.)  A  Reserve  Class,  from  which  substitutes  and  teachers  may  be  ob- 
tained as  needed.  This  class  should  study  the  lesson  one  week  in 
advance  of  the  rest  of  the  school. 

5.  The  Home  Department,  consisting  of  students,  young  and  old, 
who  are  unable  to  attend  regularly,  but  study  the  regular  lesson  at  home 


'80  /REVISED  NORMAL  LESSONS. 

and   are    duly    enrolled    and    recognized    as    members    of    ihe    Sunday 
school.* 

IV.  We  would  call  attention  also  to  the  System  of  Gradation  which 
should  be  followed  in  the  conduct  of  the  school. 

1.  There  should  be  a  fixed  number  of  classes  in  each  department. 
This  number  should  be  carefully  determined  upon,  as  proportioned  to  the 
size  of  the  school,  and  should  not  be  changed  except  upon  mature  consid- 
eration. For  example,  there  should  be  a  small  number  of  large  classes  in 
the  Senior  Department,  and  scholars  should  be  promoted  from  the  lower 
classes  on  arriving  at  a  certain  age,  in  order  to  keep  the  senior  classes  uni- 
formly full. 

2.  There  should  be  regular  promotions  from  grade  to  grade.  The 
basis  of  promotion  should  be  partly  that  of  age,  partly  that  of  intelligence, 
and  it  may  or  may  not  depend  upon  examination,  as  the  school  shall  de- 
termine ;  but  thei^e  should  be  some  standard  in  the  promotion,  and  it 
should  be  faithfully  maintained. 

3.  With  the  promotion  from  one  grade  to  another  there  should  be  a 
change  of  teachers.  While  the  pupil  is  in  one  department  he  may  re- 
main with  the  same  teacher,  who  should  be  advanced  with  the  class  from 
"  first  year"  of  the  grade  to  "  second  year,"  etc.  But  when  the  scholar  is 
promoted  from  one  grade  to  another  he  should  generally  leave  his  teacher 
and  enter  another  class,  unless  the  teacher  happens  to  be  advanced  at  the 
same  time  to  fill  a  vacancy. 

4.  There  should  be  annual  and  simultaneous  promotions.  That  is, 
there  should  be  set  apart  one  day  in  the  year  as  "  Promotion  Sunday,"  for 
which  preparation  should  be  made.  On  that  day  all  changes  should  be 
made  ;  a  new  class  should  be  promoted  from  the  Primary  to  the  Interme- 
diate Department ;  new  classes  should  be  organized  in  the  Junior  Depart, 
ment ;  old  classes  should  be  advanced  a  year;  and  pupils  of  the  proper 
age  should  leave  their  teachers  and  classes  in  the  Junior  Department  for 
the  Senior. 

5.  There  should  be  teaching  adapted  to  these  several  grades,  both 
in  the  international  lessons  and  in  the  supplemental  studies,  which 
should  be  carefully  chosen  and  fitted  to  the  several  departments  of  the 
school. f 

*  Further  information  concerning  Normal  classes  and  the  Home  Department  may  be 
obtained  by  addressing  the  Congregational  Sunday  School  and  Publishing  Society,  Bos- 
ton ;  the  Baptist  Publication  Society,  Philadelphia  ;  the  Presbyterian  Board  of  Publica- 
tion, Philadelphia,  or  the  publishers  of  this  book. 

+  For  further  information  concerning  graded  Sunday  school  work  and  supplemental 
lessotis  send  to  the  publishers  of  this  book  for  Seven  Cr(id(d  S^ndny  Schools. 


REVISED  NORMAL  LESSONS.  81 


BLACKBOARD  OUTLINE. 


ORG.    S.    S. 

I.   Gen.   Prin.     i.   Sup.  Ch.     2.  liar.  Den.  Sys.     3.   For.  Con. 
II.  Off.    I.  Sup.    2.  Asst.  Sup.    3.  Sec.    4.  Tre.     5.  Lib.    6.  Tea. 

III.  Dep.     I.  Tri.     2.  Int.     3.  Jun.     4.  Sen.     (i)  Nor.     (2)  Res. 

5.  Ho.  Dep. 

IV.  Sys.  Gra.     i.  Fix.  nu.  cl.     2.  Reg.  pro.     3.  Ch.  tea.     4.  An. 

sim.  pro.      5.  Tea.  ad.  gra. 


REVIEW   QUESTIONS. 

Why  is  organization  necessary  for  work? 

What  are  the  benefits  of  organization  ? 

What  three  principles  should  be  provided  for  in  the  organization  of  the  school  ? 

What  should  the  constitution  embrace? 

What  officers  are  needed  in  the  Sunday  school  ? 

How  should  each  officer  be  chosen  ? 

How  should  the  teachers  be  chosen  ? 

Should  the  scholars  have  votes  in  the  election  of  officers  and  the  choice  of  teachers? 

What  departments  should  be  recognized  ? 

Who  should  constitute  the  Primary  Department? 

Who  should  be  members  of  the  Intermediate  Department  ? 

Who  should  belong  to  the  Junior  Department  ? 

What  is  the  Senior  Department  ? 

What  classes  should  be  provided  in  the  Senior  Department? 

What  is  the  Home  Department  ? 

What  principles  should  be  observed  in  the  system  of  gradation  in  the  Sunday  school  ? 

What  is  meant  by  "a  fixed  number  of  classes?" 

What  are  regular  promotions  ? 

When  should  scholars  generally  change  their  teachers? 

When  should  promotions  be  made  ? 


LESSON  XXVIII.     THE  HOME  DEPARTMENT. 

BY   W.   A.    DUNCAN. 

Definition. — The  Home  Department  is  that  agency  or  department  of  the  Sunday 
school  whose  purpose  is  to  promote  the  study  of  the  Bible,  in  connection  with  the  Sun- 
day school,  among  those  who  for  any  reason  do  not  attend  its  sessions. 

I.  Its  Organization.  It  has  :  i.  A  Superintendent.  2.  A  Secretary 
and  Treasurer  wlien  reeded.  3.  Visitors.  4.  Classes:  (l)  Individual j 
(2)  Family ;  (3)  Neighborhood  ;  (4)  Correspondence, 

6 


REVISED  NORMAL  LESSONS. 


Note  i.— This  organization  constitutes  a  department  of  the  Sunday  school,  which,  like 
the  other  departments,  must  submit  its  quarterly  and  annual  reports,  and  be  subject  to 
all  the  rules  and  regulations  of  the  school  applicable  to  it.  Its  officers  act  under  and  in 
cooperation  with  the  executive  of  the  main  school. 

Note  2.— The  members  of  its  classes  are  enrolled  as  members  of  the  Sunday  school, 
and  are  welcomed  to  classes  of  like  grade. 

Note  3.— The  members  of  the  Home  Classes  are  entitled  to  the  use  of  the  library  and 
to  participation  in  all  the  Sunday  school  socials,  picnics,  entertainments,  lectures,  etc. 

1.  The  Superintendent,  (i)  His  qualifications.  Certain  qualifica- 
tions are  necessary  to  the  success  of  this  officer.  They  are :  (a)  Consecra- 
tion to  the  service  of  Christ,  (b)  Faith  in  the  Home  Department  as  an 
effective  agency.  {c)  Executive  ability.  {d)  Tact  in  approaching  and 
persuading  others.  (2)  His  duties.  They  are:  {a)  To  map  out  and 
thoroughly  know  his  field.  {fi)  To  nominate  and  instruct  Visitors  and 
assign  them  their  vv^ork.  (c)  To  keep  accurate  records  and  make  quarterly 
and  annual  reports  concerning  the  Home  Department  to  the  main  school 
and  similar  reports  to  the  members  of  the  Home  Classes  concerning  the 
main  school  and  the  Home  Department,  (d)  To  plan  and  direct  social, 
instructive,  and  religious  gatherings  for  the  members  of  the  Home  Depart- 
ment. 

2.  Visitors.  Their  duties,  (a)  To  organize  Home  Classes.  (i>)  To 
provide  the  members  of  the  Home  Classes  with  lesson  helps  and  reports 
and  library  books,  and  at  the  end  of  each  quarter  to  convey  reports  and 
offerings  to  the  Superintendent,  (r)  To  aid  and  encourage  the  members 
of  the  Home  Classes  in  their  study,  (d)  To  inform  the  Pastor  and  Super- 
intendent of  cases  of  neglect,  affliction,  distressing  poverty,  special  religious 
interest,  etc.  (1?)  To  lead  the  Home  Class  students  into  more  intimate  and 
cordial  relations  with  the  Church  and  the  Sunday  school.  (/)  To  pro- 
mote the  class  feeling  by  bringing  its  members  together  for  social  purposes 
and  by  getting  them  to  undertake  some  work  together. 

3.  Classes.  To  systematize  the  work  and  increase  the  element  of  per- 
sonal influence,  the  Home  Department  is  divided  into  Classes,  (i)  A 
class  may  be  formed  of  one  or  more  persons,  reporting  to  the  school  through 
one  Visitor.  (2)  Members  of  a  class  may  be  studying  in  different  grades, 
and  may  never  meet  together  for  lesson  study,  but  because  they  are  under 
the  care  of  one  permanent  Visitor  they  form  a  class.  (3)  The  number  in 
a  class  may  be  determined  by  the  ability  of  the  Visitor  to  give  all  the  time 
required  for  faithful  visitation  and  oversight.  Few  Visitors  can  profitably 
take  the  care  of  more  than  twelve.  (4)  Members  whose  homes  are  so 
distant  that  they  cannot  be  reached  by  personal  visitation  may  be  formed 
into  Correspondence  Classes  and  placed  in  charge  of  persons  who  will  regu- 
larly communicate  with  them  by  mail. 


REVISED  NORMAL  LESSONS.  83 

II.  Its  Methods,  i.  The  first  step  in  the  work  of  the  Home  Depart- 
ment is  to  organize  Home  Classes.  This  sliould  be  done  by  a  canvass  by 
which  every  person  in  the  parish  or  town  who  is  not  a  Sunday  school  attend- 
ant shall  be  solicited  to  join  a  Home  Class  or  to  attend  the  main  schooi. 
Incidentally  this  canvass  can  touch  upon  the  matter  of  church  attendance 
where  the  way  seems  open,  though  care  should  be  taken  not  to  offend. 

2.  The  enrollment  of  members  should  be  followed  by  regular  visitation 
and  supervision  to  provide  them  with  lesson  helps  and  report  blanks,  and 
to  receive  reports  and  offerings.  These  calls  should  be  made  by  the  Visit- 
ors immediately  after  the  last  Sunday  of  each  quarter. 

3.  The  Visitors  should  not  confine  themselves  to  routine  duties,  but 
should  Ao personal  Christian  ivork  with  each  member,  visiting  each  one  as 
often  as  may  be  necessary  to  accomplish  the  desired  results. 

4.  The  Visitors  should  always  urge  those  who  can  to  attend  the  regular 
services  of  the  church  and  Sunday  school. 

5.  Gatherings  of  the  members  for  united  study,  prayer,  or  social  inter- 
course are  always  helpful.  The  Home  Department  Rally  Day,  when  all 
members  are  urged  to  attend  the  main  school,  should  be  a  regular  feature 
at  least  once  a  year.  Easter  and  Christmas  are  also  special  days  upon 
which  the  members  of  Home  Classes  should  be  remembered. 

III.  Its  Aims.  The  following  are  the  aims  of  the  Home  Department, 
and,  where  the  Home  Department  is  successfully  worked,  are  the  invari- 
able results : 

I.  Promotion  of  Bible  study.  2.  The  increase  of  attendance  on  the 
main  school.  3.  The  increase  of  attendance  upon  the  services  of  the 
church  and  the  formation  of  a  bond  of  union  between  nonattendants  and 
the  church.  4.  The  salvation  of  souls.  5.  The  increase  of  church  mem- 
bership. 6.  The  increase  of  contributions  to  the  benevolent  causes  of  th» 
church.     7.  The  promotion  of  Christian  usefulness. 


81, 


REVISED  NORMAL  LESSONS. 


PART  VI. 

THE  SUNDAY  SCHOOL  TEACHER. 


LESSON  XXIX. 
LESSON  XXX. 
LESSON      XXXL 

LESSON    xxxn. 

LESSON  XXXIIL 
LESSON    XXXIV. 


THE  TEACHER'S  QUALIFICATIONS. 

THE  TEACHER'S  PREPARATION. 

THE  LAWS  OF  TEACHING. 

QUESTIONING. 

ILLUSTRATION. 

REVIEW. 


LESSON  XXIX.     THE  TEACHER'S  QUALIFICATIONS. 

1.  It  is  the  divine  order  that  in  the  winning  of  a  soul  to  Christ  some 
saved  soul  is  the  means  of  its  salvation.  Men  are  saved  by  men,  not  by 
systems  of  organization  (2  Cor.  v,  19,  20 ;  I  Cor.  iii,  6-9). 

2.  In  the  Sunday  school  work  there  must  be  a  worker,  for  whom  organi- 
zations are  made,  and  without  whom  all  organizations  are  useless.  That 
worker  is  the  Sunday  school  teacher,  upon  whose  individual  fidelity 
depends  the  success  of  the  cause. 

3.  For  the  Sunday  school  teacher  certain  qualiiacations  are  necessary, 
and  these  we  now  consider : 

L  First  of  all,  the  Sunday  school  teacher  should  be  a  Christian.  His 
work  is  for  the  Gospel  of  Christ,  to  bring  souls  to  Christ  and  build  up  souls 
in  Christ ;  hence  the  worker  himself  needs  to  be  a  follower  of  Christ. 

1.  He  should  be  a  Christian  in  belief.  No  one  can  speak  confidently 
and  earnestly  in  behalf  of  a  cause  unless  he  believes  in  it.  He  can  teach 
all  that  needs  to  be  known  about  ancient  myths  and  decayed  religions 
without  believing  them  to  be  true.  But  Christianity  is  either  everything 
or  nothing.  No  man  should  undertake  to  teach  the  Bible  unless  he  believes 
it  to  be  God's  book  ;  nor  the  Gospel,  except  as  the  divine  plan  for  saving 
men  (Isa.  xxxiv,  16  ;  2  Peter  i,  21  ;  Rom.  xv,  4  ;  Psalm  xix,  7,  8). 

2.  He  should  be  a  Christian  in  experience,  having  met  his  Saviour  and  hav- 
ing become  reconciled  to  him,  enjoying  the  consciousness  of  pardon,  sonship, 
and  communion  with  Christ.  For  only  those  who  have  entered  into  this 
experience  can  have  sympathy  with  the  Gospel,  understand  its  mysteries, 
and  teach  it  to  others.  A  blind  man  cannot  understand  sight,  and  an  un- 
converted heart  cannot  comprehend  spiritual  things  (l  Cor.  ii,  14 ;  2  Cor. 
iv,  6 ;  I  John  i,  3). 


REVISED  NORMAL  LESSONS.  85 

3.  //e  should  be  a  Christian  in  example.  He  is  a  teacher,  not  merely  fol 
an  hour  on  the  Sabbath,  but  for  seven  days  of  every  week;  and  his  life  is 
far  more  potent  than  his  words.  He  should  show  forth  the  character  which 
he  would  impart  and  live  in  the  realm  to  which  he  aspires  to  lead  his 
class.     See  Acts  iv,  13;  2  Kings  iv,  g;  I  Tim.  vi,  11. 

H.  The  teacher's  work  is  under  the  auspices  of  the  Church,  and  there- 
fore he  should  be  a  Church  member. 

1.  He  should  be  a  Church  member  in  profession.  Whatever  influence  he 
possesses  should  be  given  to  the  Church,  to  which  he  owes  more  than  he 
can  repay.  The  teacher  who  is  outside  tlie  Church  will  never  lead  his 
scholars  into  the  Church  (Eph.  ii,  19-22  ;  Matt,  xvi,  18). 

2.  He  should  be  a  Church  member  in  loyalty.  He  should  hold  an  attach- 
ment, not  to  the  Church  in  general,  but  to  that  particular  Church  whose 
doctrines,  forms,  methods,  and  spirit  are  most  nearly  in  accord  with  his 
own  views  and  best  adapted  to  promote  his  own  growth  in  grace  ;  and  to 
that  Church  he  should  ever  maintain  an  earnest,  whole-souled  devotion, 
while  cordial  and  brotherly  to  all  other  Christian  bodies  (l  John  iii,  14 ; 
Rom.  xii,  5). 

3.  He  should  be  a  Church  member  in  work.  There  are  in  every  Church 
two  classes  of  members,  the  workers  and  the  idlers,  those  who  carry  and 
those  who  are  carried.  The  teacher  should  be  one  of  the  working  mem- 
bers, bearing  the  Church  upon  his  heart,  and  its  work  in  his  hands  (John 
XV,  5,  8  ;  Eph.  ii,  10). 

HI.  The  teacher's  work  is  with  the  Bible,  and  therefore  he  should  be  a 
Bible  student. 

1.  A  Bible  student  in  teachableness,  turning  to  the  word,  not  in  the  spirit 
of  criticism,  but  of  reverence ;  studying  it,  not  to  inject  into  it  his  own 
opinions,  but  humbly  seeking  in  its  pages  for  the  truth  which  shall  feed 
his  own  soul  and  supply  the  needs  of  his  class  (Isa.  viii,  20 ;  2  Tim.  iii, 
16,  17). 

2.  A  Bible  student  in  thoroughness.  The  cursory  glance  at  a  few  verses 
may  answer  for  the  careless  reader,  but  he  whose  work  it  is  to  teach  the 
word  must  study  it ;  not  only  the  lesson,  but  the  chapter,  the  book,  the  volume 
containing  the  lesson  ;  for  only  as  he  has  a  wide  and  full  knowledge  of  the 
Bible  as  a  book  can  he  understand  the  specific  lesson  which  he  must  teach 
his  class  (Psalm  cxix,  18  ;  xix,  7-9;  Acts  xvii,  11). 

IV.  The  teacher's  work  is  the  work  of  teaching,  and  therefore  he  must 
be  a  teacher. 

I.  He  must  be  a  teacher  in  htowledge.  Not  merely  in  knowledge  of  the 
lesson,  though  in  that  he  must  know  ten  times  as  much  as  he  expects  to 
impart  to  his  class ;  but  more  especially  in  knowledge  of  the  principles  and 


REVISED  NORMAL  LESSONS. 


methods  of  teaching,  an  understanding  of  the  work  in  wlrich  he  is  engaged 
(Phil,  i,  9). 

2.  He  must  be  a  teacher  in  tact.  That  is,  in  wisdom  to  know  his  oppor- 
tunities, and  in  practical  skill  to  make  the  most  of  them.  The  wise  teacher 
will  fit  his  lesson  to  his  class,  not  his  class  to  the  lesson.  And  "  if  any  of 
you  lack  wisdom,  let  him  ask  of  God,  that  giveth  to  all  men  liberally,  and 
upbraideth  not,  and  it  shall  be  given  him  "  (James  i,  5  ;  i  Thess.  iii,  7). 

V.  The  teacher's  work  has  relation  to  living  souls,  and  therefore  he 
must  be  a  friend.  No  mere  intellectual  machine  can  teach  living  hearts. 
To  influence  souls  there  must  be  a  soul.  For  not  by  knowledge,  nor  by 
gifts  of  expression,  but  by  the  personal  contact  of  heart  with  heart  are 
scholars  led  upward  to  the  best  in  thought  and  in  life. 

1.  He  must  be  a  frietid  in  sympathy.  That  is,  in  the  capacity  to  feet 
with  his  scholars,  which  is  very  different  from  feeling  yi^r  them.  He  must 
be  able  to  put  himself  in  his  pupil's  place,  to  see  the  world  through  his 
pupil's  eyes,  and  to  have  a  full  appreciation  of  his  pupil's  nature  and  its 
surroundings.  The  way  to  win  the  scholar's  love  is  to  love  the  scholar 
(Phil,  i,  7  ;  I  Thess.  iii,  12). 

2.  He  must  be  a  friend  in  helpfulness.  His  friendship  will  show  itself  in 
acts,  not  great,  save  in  the  loving  spirit  that  prompts  them;  a  glance,  a 
grasp  of  the  hand,  a  little  gift,  a  helping  hand  to  one  in  trouble  ;  a  willing- 
ness to  take  trouble  for  another  ;  these  are  the  acts  that  make  a  teacher's 
influence  potent  (Gal.  vi,  2,  10;  Rom.  xv,  i). 


BLACKBOARD  OUTLINE. 


Clir.  Be.  Ex.  Exa. 
Ch.  Mem.  Pro.  Loy.  Wk. 
Bi.  Stu.  Tea.  Tho. 
Tea.  Kno.  Tac. 
Fri.  Sym.  IleU 


REVIEW  QUESTIONS. 

What  is  the  divinely  ordained  method  of  winning  souls? 

Upon  whom  does  the  work  of  the  Sunday  school  depend  ? 

What  are  the  five  essential  qualifications  for  Sunday  school  teaching? 

Why  should  the  teacher  be  a  Christian  ? 

Wherein  should  he  be  a  Christian  ? 

Why  should  the  teacher  be  a  member  of  the  Church  ? 

What  characteristics  should  he  have  as  a  Church  member? 

What  traits  should  he  have  as  a  Bible  student? 

What  should  he  possess  in  the  work  of  teaching? 

Why  and  wherein  should  he  be  a  friend  to  his  scholars  ? 


REVISED  NORMAL  LESSONS.  87 


LESSON  XXX.     THE  TEACHER'S  PREPARATION. 

I.  The  Necessity  of  Preparation.  It  is  a  general  law,  as  applica- 
ble to  the  Sunday  school  as  to  every  other  department  of  activity,  that  all 
good  work  requires  training  and  preparation.  To  build  a  house,  or  make 
a  shoe,  or  teach  a  lesson,  demands  that  the  worker  shall  be  taught,  trained, 
and  equipped  for  his  work.  But  there  are  certain  reasons  why  the  Sunday 
school  teaclier,  especially,  should  be  fully  prepared  to  meet  his  class. 

1.  //  is  7iecessary  from  the  limitation  of  time.  The  lesson  is  allotted 
only  about  half  an  hour,  or,  at  the  utmost,  forty  minutes.  To  make  the 
wisest  use  of  that  precious  half  hour,  which  comes  but  once  in  the  week  ;  to 
know  what  to  teach,  and  how  to  teach  it ;  to  waste  no  time,  and  to  impart 
just  what  should  be  imparted,  and  to  withhold  what  is  unimportant  or  ill- 
adapted  to  the  scholar's  need  ;  all  this  requires  careful  preparation  on  the 
teacher's  part ;  all  the  more  careful  because  a  whole  week  must  pass  with 
its  effacing  influence  upon  the  truth  taught. 

2.  It  is  necessary  from  the  condition  of  the  pupil.  In  the  secular  school 
the  relation  of  the  teacher  to  the  pupil  is  one  of  authority.  The  teacher 
can  command  and  the  pupil  must  obey.  The  teacher  can  compel  study 
and  preparation  on  the  part  of  the  scholar.  But  in  the  Sunday  school  the 
element  of  authority  is  largely  wanting.  Scholars  are  not  generally  re- 
quired to  study  their  lessons.  They  come  unprepared,  and  for  that  reason 
the  teacher  needs  to  be  all  the  more  thoroughly  prepared.  He  must  not 
only  hear  the  pupil  recite,  but  must  also  awaken  interest,  inspire  thought, 
lead  to  inquiry.  And  this  demands  the  most  complete  mastery  both  of  the 
lesson  itself  and  the  art  of  teaching  it.  To  give  power  to  his  teaching  he 
must  know  ten  facts  of  the  lesson  for  every  one  fact  which  he  imparts  to 
his  class.  Because  the  scholar  is  unprepared,  careless,  unthinking,  the 
teacher  must  be  able,  alert,  prepared. 

3.  It  is  necessary  from  the  nature  of  the  subjects.  The  themes  of  a  Sun- 
day school  lesson  are  not  such  as  can  be  safely  taught  without  preparation. 
They  are  of  vast  importance,  for  they  relate  to  the  well-being  of  the  scholar, 
in  the  life  that  now  is  and  in  that  which  is  to  come.  They  are  profound, 
dealing  with  questions  which  have  occupied  the  thought  of  the  greatest 
thinkers  in  all  ages.  They  are  varied,  requiring  knowledge  of  a  book 
made  up  of  many  books.  No  person  should  venture  to  handle  such  sub- 
jects before  a  class  unless  he  has  made  at  least  an  attempt  to  understand 
them. 

4.  It  is  necessary  from  the  dignity  of  the  work.     The  noblest  work  on 


REVISED  NORMAL  LESSONS. 


earth  is  to  train  a  soul  for  heaven  ;  and  no  small  part  of  this  is  done  by  the 
faithful  Sunday  school  teacher.  If  we  expect  the  teacher  in  the  secular 
school  to  know  the  lesson  which  he  teaches,  though  it  relate  to  knowledge 
of  minor  consequence,  how  much  higher  the  responsibility  upon  the  one 
who  instructs  in  the  truth  of  God,  the  highest  knowledge,  to  be  thoroughly 
prepared  for  his  work. 

II.  The  Aims  of  Preparation.  In  the  study  of  a  Sunday  school  les- 
son by  the  teacher  three  aims  should  at  all  times  be  kept  in  view. 

1.  He  should  aim  to  ascertain  the  7neaning  of  the  word.  We  should 
study  the  Bible,  not  to  interject  into  it  our  own  opinions,  or  to  warp  its 
thought  to  suit  our  own  views,  but  humbly  to  learn  its  meaning,  to  find 
what  is  *'  the  mind  of  the  Spirit"  in  every  passage  which  we  study. 

2.  He  should  aim  to  satisfy  his  own  spiritual  needs.  No  man  can  feed 
others  unless  he  himself  has  been  fed.  As  the  blind  man  cannot  teach  col. 
ors,  nor  the  deaf  man  music,  no  one  can  impart  spiritual  truth  who  has  not 
received  it.  Hence,  in  every  lesson  the  teacher  should  seek  for  that  which 
will  supply  the  needs  of  his  own  spiritual  nature  ;  and  then  he  will  know 
what  will  feed  other  hearts  which  hunger. 

3.  He  should  aim  to  supply  the  needs  of  his  scholars.  He  is  a  teacher  in 
his  study  as  well  as  before  his  class  ;  and  should  read  his  lesson  with  a  teach- 
er's eye,  seeking  in  it  for  that  truth  which  is  best  adapted  to  the  needs  of 
his  scholars,  both  collectively  and  individually.  The  faithful  teacher, 
knowing  the  condition  and  circumstances  of  each  scholar,  will  find  some- 
thing in  every  lesson  which  is  adapted  not  only  to  a  class  of  their  grade  and 
intelligence,  but  also  to  the  varied  and  specific  wants  of  each  pupil  in  his 
care. 

III.  The  Departments  of  Preparation.  The  thorough  preparation 
of  any  lesson  may  be  divided  into  four  departments,  as  follows  : 

I.  The  Study  of  its  Contents.  The  teacher  should  learn  all  that  is 
to  be  learned  concerning  everything  to  be  found  in  the  verses  under  con- 
sideration. We  suggest  an  admirable  system  of  analysis,  which  may  be 
applied  to  any  lesson — that  of  "  The  Seven  Elements  "  * — which  are  the 
following : 

I.)  The  Time  to  which  the  lesson  belongs,  its  year  of  the  world,  before 
or  after  Christ ;  its  period  in  history  ;  its  relation  in  time  to  the 
last  lesson,  etc. 
2.)  The  Places  of  the  lesson,  whether  named  in  the  text  or  implied  as 
the  scene  of  its  teachings — that  is,  if  a  lesson  in  an  epistle,  from 
what  place,  and  to  what  place  written  ;  the  location,  history,  and 
scriptural  associations  of  every  locality  related  to  the  lesson. 
*This  outline  was  suggested  by  Dr.  J.  H.  Vincent. 


REVISED  NORMAL  LESSONS. 


3.)  The  Persons  of  the  lesson  ;  who  they  were  ;  what  is  known  of  them; 

the  traits  of  character  displayed  by  them. 
4.)  The  Facts  or  T/ioughls  oi  \.\\e\tsion:  facts,  if  historical ;  thoughts, 

if  the  lesson  be  ethical  or  doctrinal. 
5.)  The  Difficulties  of  the  lesson,  whether  in  its  statements  themselves, 

the   obscurity  of  their    meaning,   their  apparent   discrepancy  with 

any  other  part  of  Scripture,  or  their  relation  to  other  departments 

of  knowledge. 
6.)  The  Doctrines  of  the  lesson  ;  those  general  principles  of  religious 

truth  upon  which  it  rests,  or  which  may  be  fairly  inferred  from  it. 
7.)  The  Duties  of  the  lesson  ;  the  practical  conduct  which  it  enforces, 

either  in  positive  precept,  in  example,  or  in  warning. 

2.  The  Collation  of  Parallel  Passages.     Having  found  the  contents 
of  the  lesson  we  should  next  search  every  passage  in  the   Bible  which  will 
shed  light  upon  it.     Spurgeon  says,  "  The  best  expositor  of  the  Scriptures  • 
is  the  Spirit  of  God,  and  his  expositions  are  found  in  parallel  passages." 
To  find  these  use  a  reference  Bible,  a  Concordance,  or  a  Bible  index. 

3.  The  Adaptation  of  the  Lesson  to  the  Class.  As  has  been  al- 
ready intimated,  the  teacher  must  know  his  scholars  and  their  needs  ;  and 
then,  out  of  the  mass  of  material  gathered  upon  the  lesson,  must  select 
that  which  is  suited  to  their  capacity  and  requirements.  The  best  prepara- 
tion will  be  useless  unless  it  is  adapted  to  those  who  are  to  receive  it. 

4.  The  Preparation  of  the  Teaching  Plan.  Thus  far  we  have  con- 
sidered zvhat  should  be  taught ;  but  a  question  of  equal  importance  is 
ho7u  shall  it  be  presented  ?  The  teacher  should  prepare  a  plan  of  teach- 
ing, either  mental  or  written,  and  should  know  before  he  opens  his  Bible 
before  his  class  wliat  is  to  be  his  order  of  thought,  how  he  shall  open  and 
illustrate  it,  and  what  shall  be  his  method  of  applying  it  to  every  scholar 
in  his  class. 

IV.  A  Few  Hints  on  Preparation. 

1.  Begin  early  in  the  week,  as  soon  after  the  teaching  of  the  last  les- 
son  as  possible. 

2.  Read  the  lesson  often,  at  least  once  each  day,  and  thoughtfully. 

3.  Pray  much  over  the  lesson,  for  only  by  communion  with  the  Author 
of  the  word  can  we  attain  to  knowledge  of  the  word. 

4.  Use  all  helps  accessible,  in  the  line  of  commentaries,  Bible  diction- 
aries, maps,  and  works  of  reference. 

5.  Study  independently,  using  the  thoughts  of  others,  not  to  displace, 
but  to  quicken  your  own  thoughts. 

6.  Talk  with  others  about  the  lesson,  in  the  family,  the  teachers' 
meeting,  and  in  social  life. 


REVISED  NORMAL  LESSONS. 


7  Select  your  material.  Do  not  expect  to  use  all  the  facts  and 
thoughts  that  you  have  gathered  upon  the  lesson.  Make  a  careful  selec- 
tion from  the  knowledge  that  you  have  gained.  The  knowledge  held  in 
reserve  is  not  lost  ;  it  will  add  power  to  that  which  is  used  and  will  aid  in 
the  preparation  of  other  lessons. 


BLACKBOARD  OUTLINE. 


"J- 

^ 

I. 

Nee.  Prep.      i.  Lim.  li.     2.  Cun.  pu.     3.   Na.  sub.     4.   Dig. 

wk. 
Aims  Prep.     I.  Asc.  me.  wo.     2.  Sat.  sp.  ne.    3   Sup.  ne.  sc. 

n. 

III. 

Dep.  Prep.     i.  St.  con.  les.  [T.  P.  P.  F.  D.  D.  D.].   2.  Col. 

par.  pas.     3.  Ad.  les.  cl.     4.   Prep.  te.  pi. 

IV. 

Hints  Prep.     I.   Be.  ea.     2.  Re.  of.     3.  Pr.  mu.     4.   Us.  hel. 

5.  St.  ind.     6.  Ta.  oth.     7.  Sel.  mat. 

,, 

REVIEW   QUESTIONS. 

What  is  the  general  principle  that  makes  preparation  necessary  in  all  work  ? 
Why  is  preparation  especially  necessary  for  the  Sunday  school  teacher? 
How  does  the  limitation  of  time  make  preparation  necessarj'? 

Why  does  the  condition  of  the  pupil  require  that  the  teacher  should  be  prepared  ? 
Of  what  character  are  the  subjects  in  Sunday  school  teaching  ? 
Why  does  the  dignity  of  the  work  demand  that  the  teacher  be  prepared  ? 
What  should  be  the  three  aims  of  the  Sunday  school  teacher  in  the  study  of  h 
lesson  ? 

What  are  the  four  departments  of  the  teacher's  preparation  ? 
Name  and  define  the  seven  elements  to  be  found  in  every  lesson. 
Give  seven  hints  on  the  preparation  of  the  lesson. 


LESSON  XXXI.     THE  LAWS  OF  TEACHING. 

1.  Principles  are  those  abiding  foundations  upon  which  all  work  is 
wrought,  while  methods  are  the  plans  framed  in  accordance  with  them. 
Hence  principles  remain  unchanged,  while  plans  and  methods  vary  accord- 
ing to  circumstances  and  needs. 

2.  In  every  department  of  human  activity  work,  if  successful,  is  in  accord 
with  the  laws  or  principles  of  that  department.  The  architectural,  or 
poetic,  or  musical,  or  artistic  work  which  permanently  pleases  is  always 
based  upon  the  principles  of  its  own  art. 

3.  The  teaching,  whether  on  Sunday  in  the  Sabbath  school,  or  through 
the  week  in  the  secular  school,  which  is  to  be  successful  in  its  aims,  must 


RE  VISED  NORMAL  LESSON S.  'Jl 

be  in  accordance  with  the  true  Principles  of  Instruction.  Of  these  principles 
we  notice  seven,  which  we  may  call  Laws  of  Teaching,  since  as  laws 
they  must  ever  govern  the  teacher  in  his  work. 

I.  The  Law  of  Adaptation.  The  instruction  must  be  suited  to  the 
neecfs  of  the  scholar.  The  teaching  needed  by  the  Bible  class  is  different 
from  that  needed  by  the  primary  class  ;  and,  indeed,  no  two  classes,  and 
no  two  scholars  in  the  school,  can  be  successfully  reached  by  the  same 
teaching.  Under  the  Law  of  Adaptation  we  must  consider  and  fit  our 
instructions  to — 

1.  The  age  of  the  pupil. 

2.  The  intellectual  condition  of  the  pupiL 

3.  The  social  surroundings  of  the  pupil. 

4.  The  moral  character  of  the  pupil. 

5.  The  spiritual  condition  of  the  pupil. 

ILThe  Law  of  Cooperation.  7'he  teacher  and  the  pupil  must  work 
together  upon  the  lesson.  Telling  the  facts  of  the  lesson  to  an  Inattentive 
group  of  scholars  is  not  teaching,  for  teaching  requires  that  the  faculties  of 
the  scholar  shall  be  quickened,  and  this  demands  some  action  on  his  part 
more  than  mere  listening.     This  law  requires^ 

1.  That  the  pupil's  attention  be  awakened  and  held. 

2.  That  the  pupil's  desire  for  knowledge  be  aroused. 

3.  That  the  pupil's  search  after  truth  be  directed. 

4.  That  the  pupil's  conscience  be  quickened. 

III.  The  Law  of  Definiteness.  Truth  i,.ust  be  presented  in  clear  and 
precise  language.  Every  idea  should  be  outlined  in  such  a  manner  as  will 
enable  the  pupil  to  grasp  it  fully.  The  prerequisite  of  this  is  thorough 
preparation  on  the  part  of  the  teacher ;  for  he  who  possesses  only  a  dim, 
uncertain  conception  of  a  truth  cannot  impart  a  clear  idea  of  it  to  his  class. 
Let  the  teacher  obtain  definite  knowledge  himself,  and  then  present  it  to 
his  scholars  in  such  clear  language  as  will  compel  them  to  comprehend  it. 
Definiteness  should  be  sought,  especially^ 

1.  In  the  statement  of  questions. 

2.  In  the  statement  of  historical  facts. 

3.  In  the  statement  of  doctrinal  teachings. 

4.  In  the  statement  of  practical  duties. 

IV.  The  Law  of  System.  The  teaching  should  be  arranged  in  an 
orderly  manner.  The  teacher  who  proposes  to  give  to  his  class  ten  items 
of  knowledge  in  the  lesson  may  present  each  one  clearly,  yet  by  failing  to 
fix  them  in  the  right  order  may  not  succeed  in  imparting  any  ;  while  the 
same  points  of  knowledge  systematically  presented  may  be  apprehended 
and  remembered.     This  requires  the  teacher — 


9S  REVISED  NORMAL  LESSONS. 

1.  To  begin  his  teaching  with  knowledge  already  possessed  by  the  pupiL 
"  Start  with  the  known." 

2.  To  proceed  step  by  step  from  the  known  to  the  unknown. 

3.  To  arrange  his  material  in  order,  so  that  each  thought  will  connect 
itself  with  the  succeeding  thought. 

V.  The  Law  of  Illustration.  Illustrations  should  be  employed  when- 
ever they  will  make  the  truth  as  presented  more  interesting,  more  clear,  or 
more  forcible.  They  should  never  be  used  when  they  turn  the  mind  from 
the  truth  illustrated  to  the  illustration  itself.  The  picture  or  the  diagram, 
the  story  or  the  incident,  which  will  awaken  the  pupil's  interest  to  the  truth, 
or  aid  his  apprehension  of  it,  or  fix  it  in  his  memory,  or  send  it  home  to  his 
conscience,  will  often  prove  of  valuable  service  to  the  teacher.  This 
subject  will  be  presented  more  fully  in  Lesson  XXXIIL  "  Illustrating  the 
Lesson." 

VI.  The  Law  of  Repetition.  That  which  is  to  be  remembered  must 
be  frequently  reviewed.  The  lessons  last  but  half  an  hour,  and  a  week  of 
other  occupations  tends  to  divert  the  scholar's  mind  from  its  truths.  Unless 
it  is  recalled  to  his  memory  it  is  sure  to  be  forgotten.  A  well-conducted 
review  will  fix  the  truth  more  clearly  and  fasten  it  more  deeply  in  his  mind  ; 
will  give  new  views  of  old  truths  and  add  new  truths  to  the  old.  Hence 
there  should  be  on  every  lesson — 

1.  A  constant  review  during  the  lesson. 

2.  A  class  review  at  the  close  of  the  lesson. 

3.  A  superintendent's  review  after  the  lesson. 

4.  A  rapid  review  before  the  next  lesson. 

5.  A  monthly,  quarterly,  and  annual  review  of  all  the  lessons. 

VII.  The  Law  of  Variety.  Avoid  routine  plans  of  teaching,  aiid  try 
to  have  something  new  in  every  lesson.  The  best  method  of  teaching  will 
soon  become  monotonous  if  it  be  the  only  method  employed.  The  same 
plans  of  application,  the  same  use  of  illustrations,  the  same  way  of  opening 
and  closing  the  lesson,  will  be  tedious,  no  matter  how  good  they  may  be. 
The  wise  teacher  will  try  not  to  teach  the  lesson  twice  alike,  but  to  stimu- 
late the  interest  of  his  class  by  novel  methods  of  presenting  and  illustrating 
truth. 

Bible  Searchings.  Let  the  following  references  to  Christ's  teaching  be 
collated  and  read,  and  the  Law  of  Teaching  stated  or  illustrated  in  each  be 
pointed  out :  Matt,  vii,  13,  14  ;  Mark  viii,  27-29;  Luke  xii,  13-17  ;  Matt,  vii, 
24-27  ;  xiii,  3-8  ;  Luke  x,  36,  37  ;  Mark  viii,  10-31  ;  John  vi,  33,  35,  48, 
51.  53.  56  ;  Luke  iv,  18,  19. 


REVISED  XORMAL  LESSONS.  93 


BLACKBOARD  OUTLINE. 

I.   L.  Ad.     I.    Ag.    pu.     2.    Int.    con.    pu.     3.    Soc.    sur.    pu. 
4.   Mor.  ch.  pu.     5.  Sp.  con.  pu. 
II.    L.    Co.      I.    Alt.    aw.      2.     Des.   kno.    ar.     3.     Sea.  tru.    dir. 
4.   Con.  qui. 

III.  L.   Def.      I.    St.  qu.      2.   St.  his.  fac.     3.   St.  doc.  tea.     4.   St. 

pr.  du. 

IV.  L.  Sys.     I.   Beg.    kn.     2.  Pro.    kn.    unk.      3.   Air.    mat.    or. 
V.  L.  111. 

VI.   L.   Rep.      I.  Con.    rev.      2.  CI.    rev.     3.   Sup.    rev.     4.    Rev 
bef.  le.     5.   Mo.  qu.  an.  rev. 
VII.  L.  Var. 


REVIEW  QUESTIONS. 

What  is  the  differenre  between  principles  and  methods  ? 

Why  are  principles  important  ? 

Name  the  seven  laws  of  teaching. 

What  is  meant  by  the  Law  of  Adaptation? 

What  facts  in  relation  to  the  pupil  shoidd  be  considered  under  this  law? 

What  is  meant  by  the  Law  of  Cooperation  ? 

What  does  this  law  require  ? 

What  is  meant  by  the  Law  of  Definiteness  ? 

What  is  the  prerequisite  for  the  fulfillment  of  this  law  ? 

In  what  statements  should  the  teacher  aim  to  be  definite  ? 

What  is  meant  by  the  Law  of  System  ? 

Why  is  this  law  important  ? 

What  are  its  three  requirements  ? 

What  is  the  statement  of  the  Law  of  Illustration? 

What  are  some  uses  of  illustration  ? 

What  is  meant  by  the  Law  of  Repetition  ? 

Why  are  reviews  needed  in  teaching  ? 

Name  various  kinds  of  reviews. 

What  is  meant  by  the  Law  of  Variety  ? 


LESSON  XXXII.     QUESTIONING. 

There  are  two  ways  of  imparting  instruction  through  the  living  teacher  : 
the  lecture  method,  or  that  of  direct  address  ;  and  the  question  method,  or 
that  of  inquiry.  While  both  of  these  methods  are  employed  in  the  Sun- 
day  school,  yet  the  latter  is  the  one  to  be  preferred  and  generally  to  be 
followed  in  the  instruction  of  the  class. 


94  REVISED  NORMAL  LESSOXS. 

I.  Let  us  consider  some  of  the  Benefits  of  the  Question  Method. 

1.  Questions  test  the  pupil's  knowledge,  A  scholar  may  listen  to 
the  talking  teacher  without  revealing  either  his  own  ignorance  or  his  own 
knowledge;  but  a  judicious  question  will  sound  the  measure  of  his  infor- 
mation. It  is  due  to  the  pupil  that  questions  should  be  asked  him,  for  in 
no  other  way  will  his  work  be  recognized  and  appreciated.  If  more  ques- 
tions were  asked  in  the  class  there  would  be  more  studying  in  the  homes 
of  our  pupils. 

2.  Questions  add  interest  to  the  lesson.  It  is  a  mistake  to  suppose 
that  either  teachers  in  their  meeting  for  the  study  of  the  lesson,  or  the 
senior  scholars  in  the  Bible  class,  or  the  boys  and  girls  in  the  youth's  de- 
partment would  rather  listen  to  a  "  talk  "  on  the  lesson  than  answer  ques- 
tions. Many  classes  have  been  killed  by  too  much  talk  on  the  part  of  the 
teacher  ;  and  the  most  successful  teachers  are  invariably  those  who  call  out 
the  knowledge  and  thought  of  their  pupils. 

3.  Questions  awaken  the  pupil's  thought.  There  is  a  positive 
teaching  power  in  all  questions.  They  arouse  thought  on  the  part  of  the 
student,  not  only  by  recalling  what  he  has  already  learned,  but  by  awaken- 
ing his  desire  to  know,  and  by  directing  his  inquiry  in  right  lines  of  inves- 
tigation. A  skillful  questioner  can  lead  his  class  into  new  knowledge,  by 
questions  only,  without  direct  statements.  For  illustrations,  see  Matt,  xvi, 
13-16  ;  xxii,  41-45- 

4.  Questions  arouse  the  pupil's  conscience.  How  often  a  question, 
wisely  directed,  will  reach  a  conscience  !  For  instance,  a  pastor  asked  an 
unconverted  young  man  who  was  active  in  his  Sunday  school  as  librarian, 
"  What  became  of  Noah's  carpenters  ?  "  It  led  him  to  become  a  Christian. 
See  examples  in  John  vi,  67  ;  Luke  x,  36,  37. 

5.  Questions  prove  the  teacher's  work.  This  is  especially  the  pur- 
pose of  review  questions.  After  the  lesson,  either  in  the  class  or  from  the 
desk,  there  should  be  a  testing  of  the  teaching.  The  leading  facts  of  the 
lesson  should  be  called  out,  and  its  principal  practical  teachings  also,  by 
questions.     This  will  show  what  has  been  learned  during  the  lesson  hour. 

II.  The  Preparation  of  Questions.  We  do  not  urge  that  questions 
should  be  written  out  and  read  by  the  teacher.  Yet  they  should  \,q  pre- 
pared; and  there  are  other  ways  of  preparation  than  writing.  By  way  of 
preparation  for  questioning  the  teacher  should^ 

1.  Know  the  needs  of  each  pupil.  The  larger  half  of  each  lesson  is 
in  the  class,  which  he  should  study  with  the  same  diligence  as  his  Bible,  so 
that  he  can  adapt  his  questions  to  each  scholar,  taking  into  account  both 
his  acquirements  and  his  r^-quirements. 

2.  He  should  know  the  contents  of  the  lesson.     He  should  study 


REVISED  NORMAL  LESSONS.  OS 

it  thoroughly,  from  every  standpoint,  and  know  ten  times  as  much  in  each 
department  as  he  expects  to  impart.  The  questions  of  one  who  is  fully 
conversant  with  the  subject,  who  knows  what  is  the  answer  to  every  inquiry, 
will  be  far  different  from  those  of  the  teacher  who  endeavors,  but  in  vain, 
to  conceal  his  own  ignorance  by  asking  questions  of  his  scholars. 

3.  He  should  select  the  teaching  material  in  the  lesson.  Not 
everything  in  the  lesson  can  be  taught  in  half  an  hour ;  and  much  in  the 
lesson  need  be  taught  very  briefly  or  not  at  all.  Find  what  is  the  vital 
line  of  the  lesson,  what  relates  to  the  spiritual,  the  moral,  or  the  practical 
life  of  the  scholar,  and  develop  that  in  the  questions. 

4.  He  should  follow  a  good  outline.  "  The  law  of  system"  should 
be  kept  in  mind,  and  a  definite  plan,  sufficiently  simple  to  be  easily  remem- 
bered, should  be  followed  in  the  questions,  both  as  regards  their  prepara- 
tion and  their  use. 

5.  He  should  study  the  question  book.  The  question  book  and  the 
lesson  leaf  have  their  province.  They  are  designed  not  to  direct  the 
teacher  in  the  class,  but  to  guide  both  teacher  and  scholar  in  their  study  at 
home.  There  are  many  who  have  not  been  trained  to  systematic  investi- 
gation, and  would  be  unable  to  study  the  lesson  wither  1  some  direction; 
and  to  aid  these  in  their  searching  of  the  lesson  the  "  questions  for  home 
study  "  are  prepared.  Every  teacher  will  be  aided  by  study  of  the  printed 
questions  at  home. 

III.  We  come  now  to  the  teaching  of  the  lesson,  and  give  some  Hints 
Concerning  Questions. 

1.  Questions  should  be  original  ;  that  is,  they  should  not  be  read  from 
a  question  book  or  a  lesson  leaf,  nor  from  a  written  list.  Let  them  be  the 
teacher's  own  questions,  however  prepared,  and  let  them  come  from  his 
own  mind. 

2.  Questions  should  be  direct.  Questions  should  rarely  be  asked  of 
the  class  as  a  whole,  to  be  answered  b>  a  few  prompt  or  forward  scholars, 
while  the  rest  of  the  class  are  silent.  Each  question  should  be  addressed 
directly  to  some  member  of  the  class. 

3.  Questions  should  be  clear.  Often  pupils  hesitate  to  answer,  not  be- 
cause they  are  ignorant,  but  because  they  are  uncertain  what  the  question 
means.  A  precise,  definite  question  will  open  the  way  for  a  correct  an- 
swer. 

4.  Questions  should  be  suggestive.  Not  that  the  question  should  sug- 
gest its  answer ;  but  that  it  should  suggest  thought  on  the  part  of  Vhe 
pupil ;  for  the  aim  of  the  teacher  should  be  to  stimulate  the  mind  of  Viis 
scholar. 

5.  Questions  should  be  spiritual.     Not  all  the  questions  and  answers  can 


P6  REVISED  NORMAL  LESSONS, 

be  spiritual  in  for7n,  for  some  of  them  must  be  asked  to  bring  out  the 
facts  or  thoughts  of  the  lesson.  Yet  every  question  should  have  a  spiritual 
purpose  and  form  a  link  in  a  chain  of  which  one  end  is  the  lesson  and  the 
other  the  pupil's  heart.  And  in  the  teaching  of  every  lesson  there  should 
be  a  few  questions  of  directly  spiritual  character,  aimed  at  the  pupil's  con- 
science. But  such  questions  should  be  given  discreetly,  and  carefully 
adapted  to  the  individual  scholar. 

IV.  Cautions  Concerning  Questions. 

t.  Avoid  frivolous  questions.  Remember  that  you  have  but  half  an 
hour  in  which  to  impress  a  mind,  a  heart,  and  a  character  with  a  portion 
of  God's  truth,  and  waste  not  the  precious  minutes  in  discussing  unprofita- 
ble themes. 

2.  Avoid  entangling  questions.  The  "  Socratic  method  "  was  a  style 
of  questioning  adopted  by  the  ancient  philosopher,  to  expose  shallow  soph- 
istry and  to  convince  his  hearers  of  their  own  ignorance.  Lawyers  are 
skilled  in  asking  questions  to  confuse  and  humiliate  a  witness.  But  ques- 
tions to  cover  a  purpose,  to  mislead  or  confuse  a  hearer,  should  have  no 
Jilace  ih  the  Sunday  school  class.  Let  every  question  be  straightforward  in 
its  purpose. 

'3.  Avoid  leading  questions.  Such  are  questions  which  contain  their 
own  answer,  as,  "Was  not  David  the  King  of  Israel?"  etc.  Every  ques- 
tion should  call  forth  the  mental  activity  of  the  pupil. 

4.  Avoid  personalities  in  questions.  Some  teachers  have  a  habit  of 
holding  up  a  pupil  to  the  notice,  amusement,  or  contempt  of  an  entire 
class  by  an  embarrassing  question.  There  are  some  subjects  which  can 
better  be  presented  to  the  pupil  alone  than  when  he  is  the  center  of  obser- 
vation from  his  classmates. 

BLACKBOARD  OUTI.IXE. 


I.   Ben.  Ques.  Meth.     i.  Tes.  pu.  kno.    2.  Ad.  in.  les.    3.  Aw. 

pu.  th.     4.  Ar.  pu.  cons.     5.  Pro.  tea.  wk. 
II.  Prep.  Ques.     i.  Kno.  ne.  pu.     2.  Kn.  con.  les.     3.  Sel.  tea. 
mat.  les.     4.   Fol.  g.  out.      5.   Stu.  qu.  bk. 

III.  Hints.     I.  Orig.     2.    Dir.     3-    Cle.     4.   Sugg.     5.   Spir. 

IV.  Cau.     I.    Friv.     2.   Ent.      3.   Lea.     4.   Per. 


REVIEW  QUESTIONS. 
What  are  two  ways  of  giving  instruction  ? 

Which  of  these  should  he  principally  used  in  the  Sunday  school  ? 
What  are  some  of  the  benefits  of  the  question  method  of  tea.Qhing  ? 


REVISED  NORMAL  LESSONS.  07 

Why  is  it  due  to  the  pupil  that  questions  should  be  asked  of  him  ? 

How  do  questions  make  the  lesson  interesting? 

What  is  the  effect  of  questions  on  the  pupil's  thought  ? 

How  do  questions  affect  the  conscience  ? 

How  may  questions  test  or  prove  the  efficiency  of  the  teacher's  work? 

What  are  necessary  for  the  preparation  of  questions  ? 

What  kinds  of  questions  should  be  given  by  the  teacher? 

What  kinds  of  questions  should  be  avoided  ? 


LESSON  XXXIII.      ILLUSTRATION. 

1.  Let  us  look  at  this  word  "illustrate,"  for  it  is  suggestive.  It  is  a 
Latin  word,  and  means  "  to  light  up." 

2.  We  may  have  thought  and  knowledge  in  our  lesson,  but  we  need  to  give 
it  light,  and  this  will  be  accomplished  mainly  by  the  use  of  illustrations. 

I.  Notice  Four  Uses  of  Illustrations. 

1.  They  attract  attention.  A  light  brought  into  a  darkroom,  or  a 
star  sliining  in  tlie  sky,  at  once  draws  to  it  every  eye.  So  the  illustrations 
of  the  lesson  win  attention  to  its  teachings.  The  ear  is  quickened  to  in- 
terest by  a  story  ;  the  eye  is  arrested  by  the  picture  or  the  chalk-mark. 
Nothing  awakens  and  retains  the  interest  more  than  the  illustration, 
whether  heard  or  seen. 

2.  They  quicken  the  apprehension.  In  a  dark  room  we  may  be  in- 
formed concerning  the  place  and  form  of  every  object.  But  how  all  our 
ideas  are  changed  at  the  instant  when  a  light  is  introduced,  enabling  us  to 
see  its  contents  !  So  the  illustration  often  gives  a  new  conception  of  truth. 
For  instance,  the  rule  in  arithmetic  is  seen  more  clearly  in  the  light  of  an 
example  ;  and  the  definition  of  a  scientific  word  in  the  dictionary  is  ex- 
plained by  the  picture  accompanying  it. 

3.  They  aid  the  memory.  The  meteor  which  you  saw  flashing  in  the 
sky  at  night  is  remembered  long  after  the  one  about  which  you  read  has 
been  forgotten.  You  remember  a  sermon,  not  by  its  text  nor  its  thoughts, 
but  by  its  illustrations.  And  a  story  or  a  picture  in  a  Sunday  school  lesson 
will  often  serve  to  recall  the  teaching  to  the  memory. 

4.  They  awaken  the  conscience.  How  many  have  been  aroused  to 
conviction  of  sin  by  the  parable  of  the  prodigal  son  !  And  what  is  that  but 
an  illustration?  So  many,  like  Zinzendorf,  have  been  awakened  by  some 
picture  of  a  Bible  scene.  Mr.  Moody's  stories  have  sent  the  truth  home  as 
deeply  as  his  exhortations. 

II.  There  are  Four  Classes  of  Illustrations.* 

"■  This  classification  was  first  given  by  Dr.  J.  H.  Vincent  in  The  Chautauqua  Normal 
Guide. 

7 


98  REVISED  NORMAL  LESSONS. 

I.  Those  which  depend  upon  the  sight,  and  derive  their  interest  from 
the  pupil's  delight  in  seeing.  Such  are  maps,  pictures,  diagrams,  etc.,  and 
when  drawn  in  presence  of  the  scholar,  though  ever  so  rudely,  they  have 
an  increased  interest  and  power. 

2.' Those  which  depend  upon  the  imagination.  There  is  a  mental 
power  of  vision  which  creates  pictures  almost  as  real  as  those  upon  the 
printed  page  or  the  painted  canvas.  Especially  in  childhood  is  this  faculty 
of  imagination  strong,  for  then  all  the  world  is  new  and  strange.  To  this 
class  of  illustrations  belong  "  word-pictures,"  imaginaiy  scenes,  etc.,  as  pres- 
entations  of  the  thought  in  the  lesson. 

3.  Those  which  depend  upon  comparison.  To  see  resemblance  in 
things  different,  or  the  correspondence  between  the  outward  and  the  spir- 
itual, is  as  old  as  the  parable  of  the  sower  and  the  miracle  of  the  loaves. 
"The  likes  of  the  lesson"  form  a  fruitful  field  for  the  use  of  illustra- 
tion. 

4.  Those  which  depend  upon  knowledge.  More  than  for  anything  else 
children  are  eager  to  know  ;  and  the  story  has  an  added  value  when  it  is 
true.  History,  science,  art,  and,  indeed,  every  department  of  knowledge, 
will  furnish  illustrations  of  spiritual  truth. 

III.  How  to  Obtain  Illustrations. 

1.  By  gaining  knowledge,  especially  Bible  knowledge.  The  wider 
the  teacher's  range  of  thought  the  more  readily  will  he  find  illustrations 
to  fit  his  teaching.  Particularly  will  the  incidents  of  Bible  story  be  found 
to  furnish  the  frame  for  his  thoughts  in  the  class.  Know  the  stories  of  the 
Bible,  and  you  will  have  an  encyclopedia  of  illustration  in  your  mind. 

2.  By  the  habit  of  observation.  People  find  what  they  are  seeking 
for,  and  the  teacher  who  is  looking  for  illustrations  will  find  them  every- 
where, in  books,  among  men,  on  the  railway  train,  and  in  the  forest. 

3.  By  the  preservation  of  illustrations.  The  scrapbook  for  clip- 
pings, the  blank  book  for  stray  suggestions,  the  envelope,  will  all  have 
tlieir  uses.  Plans  innumerable  have  been  given,  but  each  worker's  own 
plan  is  the  best  for  himself. 

4.  By  practice  in  the  use  of  illustrations.  The  way  to  use  them  is 
to  use  them,  and  use  will  give  ease.  The  teacher  who  has  once  made  the 
experiment  will  repeat  it,  and  find  that  his  rough  drawing,  or  his  map,  or 
his  story  will  always  attract  the  eager  attention  of  his  scholars. 

IV.  A  Few  Hints  as  to  the  Use  of  Illustrations. 

1.  Have  a  clear  idea  of  the  subject  to  be  taught.  Learn  the  lesson  first 
of  all,  and  know  what  you  are  to  teach,  before  you  seek  for  your  illus- 
tration. 

2.  Use  illustrations  only  in  the  line  of  the  teaching.     Never  tell  a 


REVISED  NORMAL  LESSONS.  yS- 

stoiy  for  the  sake  of  the  story,  but  always  to  impress  a  truth  -,  and  ier  th& 
truth  be  so  plain  that  the  story  must  carry  its  own  application. 

3.  Obtain  the  help  of  the  scholar  in  illustration.  Let  the  pupils  sug- 
gest  Bible  incidents  or  Bible  characters  which  present  the  traits  of  charac- 
ter which  the  lesson  enforces.  Never  add  a  feature  10  the  portrait  whicn 
the  scholar  can  himself  give  from  his  own  knowledge. 

4.  Do  not  use  too  many  illustrations.  Let  not  the  lesson  serve 
merely  as  a  vehicle  for  story-telling,  or  picture-drawing,  or  blackboarding; 
but  keep  the  truth  at  all  times  in  the  foreground. 

V.  Bible  Searchings.  Let  the  following  texts  be  examined  and  read 
by  the  student,  the  illustration  pointed  out,  and  the  class  named  to  which 
it  belongs :  Jer.  xviii,  1-6.  Ezek.  iv,  1-3.  Jer.  xix,  i,  2,  10,  11.  Judg. 
ix,  8-15.  2  Sam.  xii,  1-7.  Dan.  v,  27.  Matt,  xiii,  3  ;  xii,  40-42  ;  xxv,  i. 
Eph.  vi,  14-17.  I  Cor.  ix,  24-26.  Heb.  xii,  i,  2.  james  i,  6,  10,  11  ; 
iii,  4,  5. 

BLACKBOARD  OUTLINE. 


I.  Us.    111.     I.  At.  att.     2.  Qu.  app.     3.  Ai.  mem.     4.  Aw.  con. 
II.  CI.     111.     I.  Dep.  si.    2.  Dep.  im.    3.  Dep.com.     4.  Dep.  kno. 

III.  Ob.    111.     I.  Ga.  kn.     2.  Hab.  obs.     3.  Pre.  com.     4.  Pra.  ill. 

IV.  Hin.  111.     I.  CI.  id.  sub.     2.   Li,  tea.     3.   Hel,  scl..     4.   Not 

too  m. 


REVIEW  QUESTIONS. 

What  is  the  meaning  of  the  word  "  illustrate?  " 

What  are  four  uses  of  illustrations  ? 

Give  an  Instance  of  each  use  of  an  illustration. 

What  are  the  four  classes  of  illustrations? 

Name  an  illustration  of  each  class. 

How  may  illustrations  be  obtained  ? 

State  four  suggestions  as  to  the  use  of  illustrations. 

Name  some  instances  of  illustration  as  given  by  Old  Testament  writers  and  prophets. 

Name  some  illustrations  given  by  the  Saviour  in  his  teaching. 

Name  some  illustrations  in  the  writings  of  the  Apostle  Paul. 

Name  some  illustrations  found  in  the  Epistle  of  James. 


100  BE  VISED  NORMAL  LESSONS. 


LESSON    XXXIV.     REVIEW   ON    THE    SUNDAY   SCHOOL 
TEACHER  AND  HIS  WORK. 

I.  State  the  five  qualifications  needed  by  the  Sunday  school  teacher. 

II.  Explain  what  is  required  in  connection  with  each  qualification. 

III.  Show  the  necessity  of  the  teacher's  preparation. 

IV.  State  the  aims  of  preparation. 

V.  Name  and  explain  the  departments  of  preparation. 

VI.  State  and  explain  the  seven  elements  to  be  found  in  every  lesson. 

VII.  Give  a  few  hints  on  the  preparation  of  the  lesson. 

VIII.  Name  and  explain  the  seven  laws  of  teaching. 

IX.  State  the  benefits  of  questioning  as  a  method  of  teaching. 

X.  State  what  is  required  in  the  preparation  of  questions. 

XI.  Name  the  kinds  of  questions  which  should  be  asked. 

XII.  Name  some  kinds  of  questions  which  should  not  be  asked. 

XIII.  Name  four  uses  of  Illustrations. 

XIV.  Name  four  classes  of  illustrations. 

XV.   Give  four  ways  of  obtaining  illustrations. 
XVI.  Give  some  hints  as  to  how  illustrations  should  be  used. 


REVISED  NORMAL  LESSONS.  101 


PART  VII. 

THE     PUPIL. 


LESSON       XXXV.   THE  PUPIL'S  PHYSICAL  NATURE. 
LESSON      XXXVI.  THE  PUPIL'S  MENTAL  POWERS. 
LESSON   XXXVII.  THE  PUPIL'S  SPIRITUAL  NATURE. 
LESSON  XXXVIII.  THE  PUPIL'S  WEEK  DAY  SURROUNDINGS. 
LESSON     XXXIX.  THE  PUPIL'S  CHARACTERISTICS, 
LESSON  XL.   REVIEW. 


LESSON  XXXV.      THE  PUPIL'S  PHYSICAL  NATURE. 

1.  The  aim  of  the  Sunday  school  teacher  is  to  secure  the  salvation  of 
his  pupils.  With  this  aim  he  uses  the  word  of  God  as  his  chief  instru- 
mentality. 

2.  But  salvation  is  more  than  conversion.  It  is  not  sufficient  to  bring 
our  pupils  to  the  point  of  accepting  Christ.  We  must  train  them  in  a 
complete  Christian  character,  and  cultivate  every  side  of  their  nature 
under  the  influence  of  the  Spirit  and  by  the  teaching  of  the  word. 

3.  For  this  purpose  it  is  requisite  that  we  should  study  the  nature  of 
the  scholar.  We  must  know  what  that  nature  is  which  we  are  seeking 
to  make  complete.     This  requires  us  to  consider, 

I.   His  Body,  or  Physical  Nature. 
II.  His  Mind,  or  Intellectual  Nature. 
III.   His  Soul,  or  Spiritual  Nature. 

I.  In  the  study  of  the  Scholar's  Physical  Nature  the  Relation  between 
Body  and  Soul  should  first  be  considered. 

1.  The  soul  and  the  body,  so  far  as  we  know,  begin  life  together, 
coming  into  existence  at  the  same  time. 

2.  They  develop  together ;  the  body  in  early  childhood  faster  than  the 
soul ;  but  later  the  soul  more  rapidly  than  the  body. 

3.  The  body  acts  upon  the  soul.  The  soul  in  a  healthy  body  will 
have  a  normal  spiritual  or  religious  life,  while  the  spiritual  experience  of 
one  who  has  weak  nerves,  or  a  bad  digestion,  or  a  feeble  physical  frame  is 
apt  to  be  irregular,  variable,  and  peculiar. 

4.  The  soul  acts  upon  the  body.  Sometimes  a  strong  soul  will  over- 
come the  physical  weakness,  and  in  spite  of  the  drawback  of  disease  will 


102  REVISED  NORMAL  LESSONS. 

show  the  characteristics  of  greatness.  Often  the  emotions,  the  will,  and 
the  activities  of  the  soul  will  influence  the  body  for  good  or  for  evil,  mak- 
ing tiie  physical  frame  well  or  ill. 

These  relations  should  be  considered  by  the  teacher,  and  an  application 
of  these  principles  should  be  made  to  his  own  pupils. 

II.  The  Sunday  school  teacher  should  understand  the  physical  condi- 
tion of  his  pupils.  By  acquaintance  with  them,  by  judicious  inquiry,  by 
visiting  at  their  homes,  he  should  learn, 

1.  Concerning  their  health. 

2.  Concerning  their  temperament. 

3.  Concerning  their  habits. 

4.  Concerning  their  companionships. 

III.  The  physical  condition  of  the  pupil  is  influenced  by  external 
conditions  in  the  Sunday  school.  Often  the  teacher  finds  that  his  work 
is  hindered  by  the  lack  of  these  conditions.  Pupils  are  restless  or  spirit- 
less, and  the  lesson  falls  upon  dull  ears  from  causes  beyond  the  teacher's 
control,  such  as, 

1.  The  atmosphere,  which  should  be  pure,  but  is  often  vitiated,  espe- 
cially in  low  basements,  where  many  Sunday  schools  are  compelled  to 
meet. 

2.  The  temperature,  which  may  be  too.  high  near  the  stove  or  too  low 
at  a  distance  from  it,  where  tlie  room  is  not  properly  heated. 

3.  The  seating;,  which  is  apt  to  be  inconvenient  for  both  teacher  and 
class. 

4.  The  order  in  the  school,  which  may  be  so  neglected  as  to  render  it 
almost  impossible  to  teach  successfully. 

These  questions  should  be  considered  ;  the  physical  needs  of  the  class 
should  be  supplied  as  far  as  possible;  and  where  they  aj-e  wanting  the 
teacher  will  require  special  ability  and  earnestness  to  overcome  difficulties 
in  teaching  from  their  lack. 

IV.  The  Sunday  school  teacher  should  aim  to  improve  the  physical 
condition  of  his  pupils. 

1.  By  a  good  example.  The  teacher's  example  in  purity  of  life,  in 
freedom  from  evil  or  injurious  habits,  in  refinement  of  manners,  will  influ- 
ence his  pupils  more  than  his  teaching.  A  teacher  whose  breath  smells  of 
wine  or  wliose  garments  reek  with  tobacco  will  exercise  but  little  influence 
toward  right  habits  among  his  scholars. 

2.  By  careful  counsels  as  to  habits,  companionships,  and  aims  in  life. 

3.  By  wise  and  friendly  warnings  against  dangers  to  the  body  through 
stimulants,  tobacco,  social  and  solitary  vices,  etc.  The  right  words  need 
to  be  spoken  at  the  right  time  and  in  the  right  way. 


REVISED  NORMAL  LESSONS.  103 

BLACKBOARD  OUTLINE. 

Nat.  I.   Bod.  2.   Mill.  3.   Sou. 

I.  Rel.  Bo.  So.    I.  Beg.    2.  Dev.    3.  Bo.  ac.  so.    4.   So.  ac.  bod. 
II.  Phys.  Con.     I.  He.     2.  Tern.     3.  Hab.     4.  Comp. 

III.  Ext.  Con.     I.  Atm.     2.  Temp.     3.  Sea.     4.  Ord. 

IV.  Imp.  Con.     I.  Exa.     2.   Coun.     3.  Warn. 


REVIEW  QUESTIONS. 
What  IS  the  aim  of  the  Sunday  school  teacher  with  reference  to  his  pupils? 
What  does  this  aim  require  in  their  characters  ? 
In  what  three  aspects  should  the  nature  of  the  scholar  be  studied  ? 
What  are  the  facts  regarding  the  relation  of  the  soul  and  the  body? 
How  does  the  body  act  upon  the  soul  ? 
How  does  the  soul  influence  the  body? 

How  may  the  teacher  ascertain  the  physical  condition  of  his  pupils? 
What  knowledge  will  be  involved  in  understanding  the  pupil's  physical  condition  ? 
What  external  conditions  in  the  Sunday  school  influence  the  pupil's  physical  condition  ? 
How  may  the  teacher  improve  his  pupil's  physical  condition  ? 


LESSON  XXXVI.     THE  PUPIL'S  MENTAL  POWERS. 

1.  The  pupils  in  the  Suiiday  school  are  of  all  ages,  from  the  smallest 
children  up  to  the  oldest  men  and  women.  A  typical  Sunday  school  will 
embrace  in  nearly  equal  proportions  adults,  youth,  and  children. 

2.  Yet  in  one  respect  all  Sunday  schools,  and  all  members  of  the  Sun- 
day school,  are  alike.  All  have  bodies,  all  have  minds,  and  all  have  souls. 
Having  minds,  they  all  possess  the  same  faculties,  though  in  varying  de- 
grees, according  to  age  and  according  to  individual  characteristics. 

3.  Therefore  it  is  necessary  for  the  teacher  to  understand  the  nature 
and  powers  of  the  mind  with  which  he  deals  in  teaching.  We  give  an 
exceedingly  meager  outline  ;  the  student  who  desires  to  make  a  thorough 
study  is  referred  to  works  on  mental  philosophy,  particularly  to  Sully's 
Psychology  and  Hopkins's  Outline  Study  of  Man. 

I.  The  first  power  which  tlie  mind  possesses  is  that  of  attention.  It 
can  direct  itself  toward  any  object  which  is  presented  to  it.  Indeed,  it  can 
hardly  avoid  giving  its  attention  to  the  outside  world  and  its  phenomena. 
Attention  may  be  involuntary  or  voluntary  ;  tlie  former,  that  which  is  given 
instinctively,  without  an  effort  of  the  will  ;  the  latter,  that  which  is  given 
deliberately  and  of  purpose,  the  mind  chaining  itself  down  to  an  object  of 
attention. 


lOJi,  REVISED  NORMAL  LESSONS. 

II.  Sensation  comes  next  in  order.  This  is  the  power  which  the  mind 
possesses  of  receiving  impressions  from  the  external  world.  These  im- 
pressions can  come  only  through  one  or  more  of  the  five  senses :  Sight, 
Hearing,  Touch,  Taste,  and  Smell ;  and  the  more  senses  that  can  be  em 
ployed  in  receiving  an  impression  the  stronger  and  more  lasting  will  the 
impression  be  upon  the  mind. 

III.  Perception  is  the  power  of  the  mind  to  act  upon  sensations  re- 
ceived, and  to  form  ideas  of  the  subject  which  gives  them.  For  example, 
through  taste  a  peculiar  sensation  is  received  from  a  certain  body.  Through 
sfjiell  another  sensation  ;  through  touch  and  sight  still  others.  Then  the 
mind  gathers  together  all  these  sensations  and  comes  to  a  conclusion, 
"  This  is  an  orange."  Perception,  then,  is  the  act  of  the  mind,  while  sen- 
sation  is  the  impression  made  upon  the  mind  from  without.  The  result  of 
this  act  is  properly  called  a  "percept,"  though  the  word  "perception"  is 
quite  commonly  used  instead  of  it,  as  when  we  speak  of  having  "  a  per- 
ception "  of  any  fact. 

IV.  Memory  is  the  power  of  the  mind  to  recall  and  reproduce  the 
results  of  ^ast  perception.  But  for  this  power  we  could  not  obtain  knowl- 
edge, for  without  it  we  should  forget  each  impression  in  turn  as  soon  as 
another  is  received.  Hence  we  need  to  cultivate  the  memory  by  constant 
discipline,  both  in  ourselves  and  in  those  whom  we  teach. 

V.  Imagination  is  more  closely  connected  with  memory  than  is  gener- 
ally supposed.  Memory  is  technically  a  "  reproductive  imagination,"  or  a 
calling  up  of  previously  received  impressions  ;  while  so-called  imagination 
is  in  reality  ^^  productive  or  constructive  imagination"  combining  materi- 
als previously  received  into  new  forms.  We  cannot  imagine  anything  of 
which  we  have  no  knowledge,  as  a  sensation  of  taste  never  before  felt,  or  a 
color  never  before  seen.  But  we  can  combine  percepts  already  formed 
into  new  relations,  and  thus  obtain  through  the  imagination  a  new  result. 
The  imaginative  power  is  strong  in  childhood,  and  the  teacher  who  wisely 
lays  hold  of  it  can  make  it  very  useful. 

VI.  Conception  is  a  higher  process  of  perception,  by  which  the  mind 
rises  from  the  particular  to  the  general,  and  forms  an  idea  involving 
classification.  For  example,  we  may  have  a  perception  of  an  orange  ;  we 
have  a  conception  o^  fruit,  embracing  all  other  kinds  besides  oranges. 
We  may  have  the  perception  of  a  dog ;  but  we  have  the  conception  of 
animal  life  in  general.  Perception  comes  very  early  in  life,  but  concep- 
tion soon  follows,  as  the  mind  obtains  material  for  comparison  and  con- 
clusion. 

VII.  Judgment  is  the  power  of  the  mind  by  which  two  results  of  con- 
ception are  connected  in  a  statement  involving  a  conclusion ;  for  example. 


REVISED  NORMAL  LESSOJVS.  105 

when  we  say  "  The  orange  is  sweet "  we  connect  the  two  ideas  of"  orange  " 
and  "  sweetness  "  and  form  a  judgment.  A  series  of  judgments  involves 
the  process  which  we  call  reasoning. 

VIII.  Thus  far  we  have  considered  what  are  called  the  "  intellectual 
faculties,"  or  those  powers  which  belong  to  the  intellect.  But  there  is 
another  side  of  the  nature,  that  which  feels,  the  feelings,  or  the  emotions. 
There  are  feelings  of  pleasure  and  of  pain,  of  like  and  dislike,  rising 
into  love  on  the  one  side  or  hatred  on  the  other.  The  teacher  should 
understand  these  various  feelings,  should  teach  with  them  in  view,  and 
should  endeavor  to  inspire  the  right  feelings  and  to  repress  or  eradicate 
those  that  are  wrong. 

IX.  There  is  still  another  phase  of  the  mind's  activity  ;  it  has  power  to 
will  or  determine.  Tlie  child  sees  an  orange ;  it  excites  pleasurable  feel- 
ings  and  desires  ;  he  wills  to  possess  it,  and  stretches  out  his  hand  to  obtain 
it.  The  will  is  the  self-determining  power  of  the  mind,  and  it  is  free.  We 
may  reason  with  it,  we  may  appeal  to  it ;  we  may  by  force  restrain  the  acts 
which  follow  from  it,  but  we  cannot  control  the  will  itself.  If  a  child  sur- 
renders its  will  it  does  it  by  an  action  of  the  will. 

We  have  glanced  rapidly  at  these  operations  of  the  mind,  which  exist  in 
every  human  being  and  should  be  understood  by  every  teacher. 

BLACKBOARD  OUTLINE. 


B 

pupil's  mental   powers. 

-i 

5 

I. 

Att.  inv.  vol.                          II.  Sens. 

Si.  He.  To.  Ta.  Sm. 

III. 

Per.   ac.  of  m.  up.  sens.        IV.  Mem. 

rec.  and  rep.  per. 

V. 

Imag.      ••Pro.    or   cons.       VI.  Cone. 
imag." 

"  Par.  to  gen." 

VII. 

Judg.     res.   cone.  conn.     VIII.   Feel. 

IX.  Wi. 

k 

con. 

-c 

^ 

REVIEW   QUESTIONS. 
Wherein  are  the  pupils  of  the  Sunday  school  unlike  ? 
Wherein  are  they  alike? 

Why  is  it  necessary  to  study  the  human  mind  ? 
Name  in  order  the  nine  powers  of  the  mind  which  are  described. 
What  is  attention  ? 

What  is  the  difference  between  involuntary  and  voluntary  attention  ? 
What  is  sensation  ? 

Through  what  powers  do  sensations  reach  tlie  mind  ? 
What  is  perception  ? 
Show  the  difference  between  sensation  and  perception  ? 


106  REVISED  NORMAL  LESSONS. 

What  is  memory  ? 

What  is  imagination  ? 

What  is  the  relation  between  memory  and  imagination? 

What  is  conception  ? 

What  is  judgment  ? 

What  are  the  feelings? 

What  is  the  will? 


LESSON  XXXVII.     Till:  PUPIL'S  SPIRITUAL  NATURE. 

I.  There  are  three  worlds  in  which  men  live:  the  material vforlA,  that 
of  the  body;  the  intellectual  world,  that  of  the  mind;  and  the  spiritual 
world,  that  of  the  soul  or  spiritual  nature. 

II.  The  spiritual  world  is  that  in  which  God  dwells,  in  which  man 
comes  into  relation  with  God.  The  laws  of  the  spiritual  world  are  revealed 
to  us  in  the  Bible  ;  and  they  are  in  line  with  the  la\\s  of  the  physical  or 
material  nature. 

III.  As  we  have  the  body  for  the  physical  or  material  world,  and  the 
mind  for  the  intellectual  world,  the  world  of  thought,  so  we  have  the 
spirit  as  the  inner  and  deeper  element  of  our  nature.  This  nature  exists 
as  a  possibility  in  every  human  being.  Its  germ  dwells  in  every  person, 
but  it  may  be  ctiltivated  or  deformed  ;  it  may  be  developed  by  godliness, 
or  it  may  be  in  a  measure  destroyed  by  sin,  just  as  the  body  or  the  mind 
may  be  injured,  stunted,  or  destroyed. 

IV.  The  spiritual  nature  has  its  faculty,  which  is  faith.  What  the  eye 
is  to  the  physical  nature,  what  the  power  of  thought  is  to  the  mind,  that 
faith  is  to  the  spiritual  nature  ;  the  power  by  which  the  spirit  of  man  enters 
into  relation  with  spiritual  realities,  by  which  it  sees  God,  just  as  the  eye 
sees  the  external  world.  Faith  is  not  a  "blind  trust ;"  it  is  the  opening  of 
the  eyes  of  the  spiritual  nature. 

V.  The  most  important  work  of  the  teacher  is  to  call  forth  and  culti- 
vate the  spiritual  possibilities  of  his  pupils.  For  this  work  his  own  spirit- 
ual nature  must  be  strong  and  active.  No  teacher  can  direct  his  pupil 
into  a  life  which  he  does  not  himself  possess.  He  cannot  dwell  in  the 
realm  of  the  physical,  or  the  intellectual,  and  point  his  pupil  toward  the 
realm  of  the  spiritual.  He  must  be  what  he  would  teach  his  scholar 
to  be. 

VI.  Let  us  now  notice  the  spiritual  possibilities  of  the  scholar,  all 
through  faith  as  the  instiumentality  of  their  attamment. 

I.  Through  faith  our  pupils  may  apprehend  God,  They  may  believe 
that  there  is  a  God  through  reason,  by  an  operation  of  the  intellect,  but 
they  can  apprehend  God,  or  know  him  as  a  reality,  only  through  faith. 


REVISED  NORMAL  LESSONS.  107 

2.  riuougli  faith  the  pupil  may  become  reconciled  to  God.  'I'iie  slate  of 
every  human  being  by  nature  is  that  of  an  enemy  of  God.  Sin  has  sepa- 
rated between  man  and  God,  but  faith  reconciles  man  to  God  and  brings 
peace  with  God  (Rom.  v,  i). 

3.  Through  faith  the  pupil  may  co»uiiu)ie  unth  God.  As  two  souls  may 
have  communion  or  fellowship  with  one  another  without  the  utterance  of  a 
word,  so  the  spirit  of  man  may  have  fellowship  with  God  (i  John  i,  3  ; 
John  xiv,  21,  23  ;  i  John  iii,  24). 

4.  Through  faith  the  pupil  may  possess  likeness  to  God.  When  two 
people  live  together  the  stronger  nature  becomes  dominant,  and  gradually 
draws  the  other  into  its  own  likeness.  So  those  who  live  in  fellowship  with 
God  become  partakers  in  the  divine  nature,  and  reflect  it  among  men 
(2  Peter  i,  4  ;  i  Peter  i,  16  ;  Eph.  iv,  24). 

5.  Through  faith  the  pupil  may  a'tw//  xvith  God  forever.  Those  with 
whom  God  dwells  here  will  dwell  with  God  hereafter  ;  and  this  is  eternal 
life,  which  is  not  a  life  held  in  reserve  to  be  possessed  after  death,  but  is  a 
life  to  be  possessed  and  enjoyed  now,  as  a  part  of  eternity  Qohn  xiv,  2,  3  ; 
xii,  26  ;  I  Thess.  iv,  17). 

BLACKBOARD   OUTLINE. 


I.   Thr.  Worl.      Bo.  mi.  ^p. 
II.   Sp.  Worl.     God.  laws. 
III.   The  Spir.     Deeper  ele.  possibil.  cult.  dest. 
IV.  Fai.     Facul.     "  Eye." 
V.  Tea.  wk.     Call.  cult.  sp.  nat.  requisites. 
VI.   Spir.  poss.     I.  App.  G.     2.  Rec.  G.     3.  Com.  w.  G.     4. 
like.  G.     5.  Dw.  w.  G.  for. 


REVIEW  QUESIION.S. 
What  are  the  three  worlds  in  which  men  live  ? 
What  is  the  spiritual  world  ? 

To  what  are  the  laws  of  the  spiritual  world  analogous  ? 
What  is  the  spiritual  nature  of  man  ? 
How  may  the  spiritual  nature  be  cultivated  ? 
How  may  it  he  deformed  and  destroyed  ? 
What  is  the  faculty  of  this  spiritual  nature  ? 

What  is  the  teacher's  work  with  reference  to  this  spiritual  n.ature? 
What  are  five  spiritual  possibilities  in  the  pupil? 
Explain  each  of  these  possibilities. 
What  is  it    to  apprehend  God  ? 
How  may  men  become  reconciled  to  God  ? 
How  may  we  obtain  likeness  to  God  ? 


108  REVISED  NORMAL  LESSONS. 


LESSON  XXXVIII.      THE   PUPIL'S   WEEK    DAY  SUR- 
ROUNDINGS. 

1.  The  Sunday  school,  when  properly  conducted,  exercises  a  powerful 
influence  for  the  conversion  and  spiritual  education  of  the  scholar.  But 
as  an  institution  its  influence  is  in  contact  with  the  scholar  upon  only  one 
day  in  each  week,  and  for  only  a  small  part  of  that  day. 

2.  There  are,  however,  other  forces  which  are  brought  to  bear  upon  the 
child  during  six  days  in  every  week,  and  some  of  them  continuously  during 
the  six,  or  even  the  seven,  days.  When  these  forces  are  with  the  teacher 
they  are  helps  ;  when,  on  the  contrary,  they  are  against  the  teacher,  they 
are  hindrances. 

3.  These  influences  must,  therefore,  be  considered  in  their  relation  to 
Sunday  school  teaching,  since  they  either  further  it  or  stand  as  obstacles  in 
its  way.     Let  us  notice  them, 

L  What  are  the  most  important  of  the  Week  Day  Influences 
around  the  Scholar? 

1.  The  Home.  Here  is  an  influence  which  begins  even  before  the 
youngest  child  enters  the  primary  class,  which  outweighs  in  authority  the 
words  of  the  teacher,  which  is  felt  continuously,  and  which  enters  into  the 
very  life  of  the  pupil.  Its  standards,  examples,  beliefsj  aspirations,  have 
greater  power  with  the  scholar  than  those  of  any  other  institution. 

2.  The  Companions.  Every  child  has  two  classes  of  companionships: 
those  older  than  himself,  whom  he  unconsciously  copies,  and  from  whom 
he  learns ;  and  those  younger,  whom  he  influences  and  instructs.  Every 
child  is  passing  the  influence  of  the  age  immediately  above  him  to  that  im- 
mediately below.  A  good  associate  will  greatly  aid  the  teacher;  a  bad 
playmate  may  utterly  pervert  his  influence. 

3.  The  School  Not  the  Sunday  school,  but  the  secular  school,  in  which 
the  child  passes  a  third  of  its  waking  time  during  the  most  formative  period 
of  his  life.  "Teacher  says  so"  is  to  him  a  most  weighty  authority  ;  and 
the  public  school  teacher  is  either  the  strongest  ally  or  the  formidable  an- 
tagonist of  the  Sunday  school  teacher. 

4.  The  Recreations.  Every  youth  must  have  some  kind  of  play,  for  the 
bent  bow  soon  breaks.  There  are  forms  of  recreation  which  are  harmless ; 
others  innocent  in  themselves,  but  leading  into  evil  companionships  ;  others 
dangerous  from  their  fascinations,  and  tending  to  morbid  tastes  ;  and  still 
others  evil,  and  only  evil,  and  that  continually. 

5.  The  Reading.     All  our  young  people  read,  in  addition  to  their  studies 


REVISED  NORMAL  LESSONS.  109 

at  school.  The  boy  or  girl  who  does  not  read  at  all  is  dull,  and  needs  to 
be  awakened  to  a  desire  for  reading ;  and  as  with  play,  so  with  reading, 
whether  it  be  books,  papers,  or  magazines.  There  is  literature  which  is 
good  and  that  which  is  evil,  and  between  these  a  literature  which  is  good  if 
read  moderately,  but  pernicious  if  read  to  excess. 

6.  The  Street.  There  is  one  school  in  which  all  are  scholars — the  school 
of  the  street.  Even  those  wlio  are  kept  at  home  are  compelled  to  walk  on 
the  street.  They  see  the  gilded  sign  of  the  saloon,  the  illuminated  adver- 
tisements of  the  theater,  the  pictures  in  the  news  stand.  They  hear  the 
oaths  and  witness  the  crimes  of  the  street.  To  every  growing  youth  the 
street  must  be  reckoned  as  one  of  the  educating  forces  in  character. 

II.  What  is  the  Teacher's  Duty  with  Reference  to  these  Influ- 
ences ? 

1.  He  mtist  know  them.  These  six  forces  must  be  studied  in  their  rela- 
tions to  eacli  of  his  scholars.  The  earnest  teacher  will  know  just  what  is 
the  character  of  home,  companions,  school  life,  play,  reading,  and  street 
around  every  child  committed  to  his  care,  and  just  what  influence  each  of 
these  exerts  upon  him — how  far  it  may  be  considered  a  help  and  how  far  a 
hindrance. 

2.  He  should  utilize  them  as  far  as  they  can  be  made  helpful.  In  study- 
ing the  scholar's  environment  the  teacher  will  see  some  direction  in  which 
the  forces  around  him  can  be  made  helpful.  If  he  has  a  good  home,  let  it 
be  made  a  lever  of  influence,  by  acquaintance  and  conference  with  the 
parents.  If  among  his  associates  there  is  one  who  can  help  the  teacher, 
let  him  be  utilized.  Some  scholars  can  be  reached  through  their  play, 
some  through  their  reading.  Let  the  teacher  endeavor,  as  far  as  possible, 
to  make  the  forces  of  the  six  days  aid  in  the  training  of  the  scholar. 

3.  He  should  counteract  them  as  far  as  they  at'e  injurious.  There  may 
be,  for  instance,  an  unbelieving  father  in  that  home,  whose  influence  is 
against  the  truth.  Then  the  teacher  must  fortify  his  scholar  all  the  more 
strongly  in  the  word.  There  may  be  in  shop  or  school  companions  who 
cannot  be  avoided.  Let  the  teacher  guard  against  their  influence.  On 
the  street  are  many  temptations,  against  which  the  scholar  must  be  warned. 

4.  He  should  improve  them  as  far  as  possible.  Perhaps  the  Sunday 
school  can  help  to  win  the  unconverted  parents  and  transform  the  home 
from  a  hindrance  to  a  help.  Perhaps  the  teacher  can  help  to  surround  the 
scholar  with  better  associates  through  the  class.  Perhaps  he  can  substitute 
good  books  and  papers  for  evil  ones. 

5.  He  should  adapt  his  teachings  to  them.  The  teaching  of  the  les.son 
should  be  suited  to  the  surroundings  of  the  scholar,  just  as  the  physician 
modifies  his  treatment  to  the  condition  of  the  patient. 


no  REVISED  FORMAL  LESSONS. 


BLACKBOARD   OUTLINE. 


I.  We.  Da.  Inf.  i.  Ho.  2.  Com.  3.  Sch.  4.  Rec.   5.  Rea.  6.  Str. 
II.  Tea.  Du.  Ref.  Inf.  i.  Kn.  2.  Ut.  3.  Coun.  4.  Im.  5.  Ad.  tea. 


REVIEW  QUESTIONS. 

What  influence  does  the  Sunday  school  aim  to  exert  upon  the  scholar  ? 

What  are  meant  by  "  the  week  day  influences  ?  " 

Name  the  six  most  important  week  day  influences. 

Why  is  the  power  of  the  home  so  great  ? 

What  are  the  influences  of  companionships  ? 

Why  does  school  life  influence  the  scholar? 

What  are  the  eflTects  of  recreation  on  character? 

How  are  Sunday  school  scholars  under  the  influence  of  the  street? 

Name  five  duties  of  the  teacher  with  reference  to  the  influences. 


LESSON  XXXIX.  THE  PUPIL'S  CHARACTERISTICS. 

1.  In  theory  the  Sunday  school  is  an  institution  for  pupils  of  every  age, 
from  the  youngest  child  up  to  the  oldest  man  or  woman. 

2.  But  in  practical  working  the  Sunday  school  is  an  institution  for  child- 
hood and  youth.  Two  thirds  of  our  pupils  are  under  eighteen  years  of 
age.  Hence  the  plans  of  the  Sunday  school  must  be  formed  with  special 
reference  to  the  needs  and  traits  of  the  young.  The  typical  pupil  in  the 
Sunday  school  who  is  to  be  kept  in  view  is  a  child. 

3.  There  are  certain  traits  which  belong  to  childhood  and  youth  which 
must  be  kept  in  mind  by  the  teacher ;  the  more  as  the  classes  are  younger, 
and  the  less  as  they  approximate  toward  adult  years.  These  traits  may 
hinder  the  teaching,  or  they  may  be  utilized  to  help  it,  just  as  far  as  they 
are  wisely  considered  by  the  teacher. 

I.  Activity.  The  child  is  restless,  not  willing  to  remain  long  in  one 
position  nor  to  think  long  on  one  subject.  To  meet  this  trait  there  must 
be  variety  in  the  plans  of  teaching  and  constant  employment  for  the  active 
young  minds. 

II.  Curiosity.  At  all  ages  the  human  mind  desires  knowledge,  but 
more  than  at  any  other  age  in  childhood.  The  child  is  eager  to  know 
about  everything  that  he  sees,  and  asks  many  questions.  This  trait  can 
be  made  useful  by  the  skillful  teacher. 

III.  Immaturity.  The  mind  of  a  child  readily  understands  facts,  and 
hence  is  prepared  for  the  stories  of  the  Bible.     But  it  is  not  sufficiently 


REVISED  NORMAL  LESSONS.  Ill 

mature  to  apprehend  abstract  subjects  of  doctrine  and  faith,  unless  they  are 
greatly  simplified  and  abundantly  illustrated. 

IV.  Frivolity.  Childhood  is  the  period  when  the  nature  takes  delight 
in  play,  and  has  little  taste  for  serious  things.  Pleasure  is  apt  to  be  more 
fascinating  than  study,  and  the  child  would  rather  read  entertaining 
stories  than  learn  religious  truth.  Hence  the  Sunday  school  must  be 
made  as  attractive  as  possible,  the  lesson  should  be  taught  in  an  interest- 
ing manner,  and  every  effort  must  be  made  to  draw  out  the  dormant 
spiritual  nature  and  to  cultivate  a  taste  for  the  things  which  are  above. 

V.  Imagination.  At  no  other  period  is  the  imagination  so  vivid  and 
intense  as  in  childhood,  when  a  rag  doll  becomes  possessed  with  life  and  a 
block  house  is  a  palace.  Let  the  teacher  draw  a  line  on  a  slate,  and  the 
imagination  of  his  scholars  will  transform  it  into  a  man.  This  power  may 
become  the  avenue  of  approach  to  the  interest  of  the  pupil. 

VI.  Affection.  Though  the  intellectual  powers  develop  gradually 
the  affectional  side  of  the  nature  is  strong  in  childhood.  The  little  child  is 
naturally  affectionate,  loves  its  mother,  father,  playfellows,  teachers,  and 
will  manifest  its  love  more  freely  than  at  a  later  period.  The  wise  teacher 
will  win  the  little  pupil's  heart  and  through  love  will  direct  its  thoughts. 

BLACKBOARD  OUTLINE. 


I.  S.  S.  in  theo,     2.  In  prac.     3.  Trai.  chil.  hin.  he.  tea. 

I.  Act.    II.  Cur.    III.  Itnm.    IV.  Friv.    V.   Imag.     VI.  Aff. 


REVIEW  QUESTIONS. 

For  what  ages  of  pupils  is  the  Sunday  school  designed  in  its  theory? 

Who  are  most  of  its  pupils,  in  practical  working  ? 

What  should  be  kept  in  mind  by  the  teacher  ? 

Name  six  traits  of  childhood  and  youth  to  be  considered  by  the  teacher. 

Give  illustrations  of  each  characteristic. 


LESSON  XL.     REVIEW. 


1.  Name  and  explain  the  three  natures  which  are  united  in  man. 

2.  What  are  the  relations  between  the  body  and  the  soul  ? 

3.  What  should  the  teacher  seek  to  know  regarding  the  physical  nature 
of  his  pupils  ? 

4.  What   external  conditions   in   the    school  are    to   be  considered  in 
teaching  ? 


lis  REVISED  NORMAL  LESSONS. 

5.  How  may  the  teacher  improve  the  physical  condition  of  his  pupils? 

6.  State  and  define  the  various  powers  of  the  mind. 

7.  What  is  meant  by  the  scholar's  spiritual  nature  ? 

8.  What  is  the  faculty  of  the  spiritual  nature  ? 

9.  What  are  the  spiritual  possibilities  of  our  pupils  ? 

10.  Name  and  define   the  most  important  week  day  influences  around 
the  Sunday  school  scholar. 

11.  State  and  define  certain  characteristics  of  the  pupil  as  a  child. 


I3>T^E2r- 


PACK    I  PA<3« 

Preface 3    The  Normal  Class 5-8 

Introduction 4  |  Books  for  Further  Study 9-10 

PART  I.— Four  Lessons  on  the  Book  and  its  Books. 

LESSON  I   LESSON 

1.  The  Book ^13.  The  New  Testament  Books 15 

2.  The  Old  Testament  Books 13  |  4-   Review  of  Part  1 17 


PART  II.-SU  Lessons  on  Bible  History. 

5.  Old  Testament  History.     Parti 18  I    8.  New  Testament  History.     Parti...  26 

6.  "  "  "  Part  2 20      9.       "  "  "  Part  2...  29 

7.  "  "  "  Part  3 23  I  10.  Review  of  Bible  History 33 

PART  III.— Six  Lessons  on  Bible  Geography. 

11.  The  Old  Testament  World 34  114.  The  Land  of  Palestine.     Parts 44 

12.  The  New         "  "       3S     15.     "         "  "  Parts 48 

13.  The  Land  of  Palestine.     Parti 41  |  16.  Review  of  Bible  Geography 52 

PART  IV.-Six  Lessons  on  Bible  Institutions. 

17.  The  Altar  and  its  Offerings 54  I  20.  The  Synagogue , 64 

18.  The  Tabernacle 56     21.  The  Sacred  Year 66 

19.  The  Temple 60  |  22.   Review  of  Bible  Institutions 69 

PART  V.-Six  Lessons  on  the  Sunday  School. 

23.  The  History  of  the  Sunday  School. .    70  I  26    The  Sunday  School  and  the  Church.  75 

24.  TheDefinitionof  the  Sunday  School.   72     27.   The  Organization  of  the  S.  S 78 

25.  The  Sunday  School  and  the  Home..   73  |  c8.   The  Home  Department 81 

PART  Vl.-Six  Lessons  on  the  Sunday  School  Teacher. 

29.  The  Teacher's  Qualifications 84  |  32.   Questinning 93 

30.  The  Teacher's  Preparation 87     33.   Ilhistration" 97 

31.  The  Laws  if  Teaching 90  |  34.   Review 100 

PART  Vll.-Six  Lessons  on  the  Pupil. 

35.  The  Pupil's  Physical  Nature loi  I  38.  The  Pupil's  Weekday  Surroundings  108 

36.  "  "         Mental  Powers 103     39.     "  "        Characteristics 110 

37.  "         "       Spiritual  Nature io(5  |  40.  Review i« 


THE 


Ten  Minute  Series_2L 

Supplemental  Lessons 

— —  FOR 

The  Sunday  School, 


THE  necessity  of  some  instruction  in  the  Bible,  in  order  to  supply,  the 
deficiencies  which  are  unavoidable  to  any  system  of  uniform  lessons,  is 
realized  in  every  Sunday  school.  The  International  Lessons  can  only  give 
detached  portions  of  Scripture,  and  a  supplemental  lesson  must  be  added  to 
impart  a  general  knowledge  of  the  book  as  a  whole. 

The  full  course  of  study  includes  five  series  of  lessons,  adapted  to  be  used  in 
any  denomination. 

I.  The  Life  of  Jesus. 

IL  Studies  about  the  Bible. 

III.  Bible  Geography. 

IV.  Bible  History. 

Y.   History  of  the  Christian  Church. 

Two  additional  series  of  sceclal  Interest  to  the  Methodist  Episcopal  Church 
have  been  prepared,  namely: 

VL   History  of  the  Methodist  Episcopal  Church. 
YH.  Government  of  the  Methodist  Episcopal  Church. 

These  lessons  are  arranged  for  use  as  graded  studies  for  scholars  ten  years  of 
age  and  upward. 

Each  series  contains  thirty-six  lessons,  which  can  easily  be  learned  in  the 
course  of  a  year,  even  if  the  study  be  suspended  during  the  summer  months. 

Sample  Set,  7  numbers,  35  cents. 
Price  of  each,  per  dozen,  50  cents ;  by  mail,  59  ceoits. 

New  York  :  EATON  Sc  MAINS.  Cincinnati :  CURTS  &  JENNINGS. 


BOOKS  BY  REV.  JESSE  L.  HURLBUT,  D.D. 


LIFE  OF  CHHIST.    Chautauqua  Text-Book  No.  38      -      -      -      -j 
ILLUSTRATIVE   XOTES   OM  THE   SIXDAV   SCHOOL   LESSOR. 

Published  yearly.    With  maps  ami  blaelcboartl  lessons,    8vo.    Cloth. 
REVISED  i\OR>IAL  LEShO^Vs.    Taper,  25  cents.    Cloth,  flexible  - 
gCRIPTtRE   SELE<n  IO.\S  FOR  DAILY  BIIILt.  READINGti.    A 

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STUDIES  l.\  THE  FOUR  GOSPELS.  Paper, 25 cents.  Cloth, flexible 
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THE  MANUAL  OF  BIBLK'AL  GEOGRAPHY.  A  text^boolv  of  Bible 

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LEAFLETS  FOR  BIBLE  STUDY. 

YOUNG  PEOPLE'S  BIBLE  LESSON  LEAFLETS. 

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YOUNG  TRAVELERS'  CLASS. 
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1.  Introductory,  the  Bible.  2.  TheCliildaudtheMan.  X  The  Chosen  Twelve. 

4.  The  Spreading  Gospel  Light.    5.  Teaching  by  Paraliles.    G.  A  Little  Talk 
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TALKS  ABOUT  THE  BIBLE  STORY. 
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5.  The  Province.    From  the  Captivity  to  Christ,    fi.  The  Christ.    Fromthe  Birth 
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